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Developmental Framework (developmental + framework)
Selected AbstractsSevere personality disorder emerging in childhood: a proposal for a new developmental disorderCRIMINAL BEHAVIOUR AND MENTAL HEALTH, Issue 1 2004Eileen Vizard Background The concept of ,severe personality disorder' is currently applied to adults with a history of serious antisocial and offending behaviour. There is, however, no similar classification that can be applied to the sub-group of children and adolescents who display persistent and serious offending from an early age. This omission from diagnostic nomenclature prevents the appropriate early identification, assessment and management of these young people. Method This paper therefore proposes a new developmental disorder: ,severe personality disorder emerging in childhood'. The existing evidence base strongly supports the presence of a developmental trajectory from childhood to adult life for the small number of children who show early signs of severe personality disorder (SPD). Based on a review of the literature and the experience of working in a specialist, forensic Child and Adolescent Mental Health Service (CAMHS), a multi-factorial model is proposed that outlines the developmental trajectory of SPD. This model includes neurobiological, psychosocial, environmental and systemic factors, within a developmental framework, and contributes to a more developmentally appropriate understanding of the genesis of severe personality disorder. Copyright © 2004 Whurr Publishers Ltd. [source] Autoassociator networks: insights into infant cognitionDEVELOPMENTAL SCIENCE, Issue 2 2004Sylvain Sirois This paper presents autoassociator neural networks. A first section reviews the architecture of these models, common learning rules, and presents sample simulations to illustrate their abilities. In a second section, the ability of these models to account for learning phenomena such as habituation is reviewed. The contribution of these networks to discussions about infant cognition is highlighted. A new, modular approach is presented in a third section. In the discussion, a role for these learning models in a broader developmental framework is proposed. [source] Cumulative parenting stress across the preschool period: relations to maternal parenting and child behaviour at age 5INFANT AND CHILD DEVELOPMENT, Issue 2 2005Keith A. Crnic Abstract Despite increasing interest in the effects of parenting stress on children and families, many questions remain regarding the nature of parenting stress and the mechanism through which stress exerts its influence across time. In this study, cumulative parenting stress was assessed across the preschool period in a sample of 125 typically developing children and their mothers. Indices of parenting stress included both major life events stress-assessed annually from age 3 to 5, and parenting daily hassles assessed every 6 months across the same period. Naturalistic home observations were conducted when children were age 5, during which measures of parent and child interactive behaviour as well as dyadic pleasure and dyadic conflict were obtained. Mothers also completed the CBCL to assess children's behaviour problems. Results indicated that parenting daily hassles and major life stress are relatively stable across the preschool period. Both cumulative stress indices also proved to be important predictors of parent and child behaviour and dyadic interaction, although the predictions were somewhat differential. Despite meaningful relations between the stress factors and child well being, no evidence was found to support the premise that parent behaviour mediates the association between parenting stress and child outcomes. Results are discussed within a developmental framework to understand the stability and complexity of cumulative stress associations to early parent,child relationships. Copyright © 2005 John Wiley & Sons, Ltd. [source] Involvement with peers: comparisons between young children with and without Down's syndromeJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 5 2002M. J. Guralnick Abstract Background It has been well established that heterogeneous groups of young children with mild intellectual disability are at considerable risk of becoming socially isolated from their peers in school, home and community settings. Method Matched groups of young children with and without Down's syndrome (DS) were compared in terms of the children's involvement with peers, maternal arranging and monitoring of peer play, and maternal beliefs about inclusion. Results Despite aetiology-specific expectations for children with DS, no differences were found for a variety of measures of peer involvement focusing on the frequency of contacts and the characteristics of children's peer social networks. Maternal arranging of activities with peers was similarly related to peer involvement for both groups of children. Higher ratings of the benefits of inclusion were obtained from mothers of children with DS, but these maternal beliefs were unrelated to maternal arranging or peer involvement. Conclusions Parental adaptations to the aetiology-specific behavioural patterns of children and the general influence of children's experiences within a developmental framework are discussed in the context of interpreting aetiology-specific findings. [source] From assimilation to accommodation: a developmental framework for integrating digital technologies into literacy research and instructionJOURNAL OF RESEARCH IN READING, Issue 2 2000David Reinking This article presents a developmental framework for interpreting and understanding how new digital technologies have been integrated into literacy instruction and research, and how they might be integrated in the future. The framework borrows the concepts of assimilation and accommodation from Piaget's classical developmental theory of learning, applying them to how individuals and groups involved in literacy instruction and research conceptualize and implement new digital technologies in their work. It is argued that assimilation and accommodation define a developmental reality that helps explain a variety of issues pertaining to new technologies in relation to literacy research and practice, such as how new technologies come to be used or not used in literacy instruction, and what research questions are asked or not asked by literacy researchers exploring the implications of new technologies for instruction. The influence of this framework on the authors' own work and on the work of others is illustrated. [source] Developmental pathways in food allergy: a new theoretical frameworkALLERGY, Issue 4 2009A. DunnGalvin Background:, To date, there is no model of psychosocial development based on empirical food allergy (FA) research. This limits the ability of clinicians, researchers and policy-makers to predict and evaluate the real impact of FA on the child, with implications for prevention, treatment, intervention and health policy. Objectives:, To provide an integrated conceptual framework to explain the onset, development and maintenance of FA-related cognitions, emotions and behaviour, with particular attention to transition points. Method:, Fifteen focus groups meetings were held with 62 children (6,15 years). Developmentally appropriate techniques were designed to stimulate discussion, maintain interest and minimize threat to children's self-esteem. Data were analysed using grounded theory. Results:, FA impacts directly on children's normal trajectory of psychological development in both an age- and disease-specific manner. Six key themes emerged from the analysis: ,meanings of food'; ,autonomy, control and self-efficacy'; ,peer relationships'; ,risk and safety'; ,self/identity'; and ,coping strategies'. Conclusions:, Coping with FA is more than simply a strategy, it is a cumulative history of interactive processes (age, gender and disease specific) that are embedded in a child's developmental organization. Clinical Implications:, The early recognition and incorporation of an FA-specific developmental framework into a treatment plan is essential and sets the stage for an effective medical care and the eventual transition from paediatric to adult care. Capsule Summary:, This study represents a first attempt to provide an integrated developmental framework to explain the onset, development and maintenance of FA-related cognitions, emotions and behaviour. [source] Peer Group Socialization of Homophobic Attitudes and Behavior During AdolescenceCHILD DEVELOPMENT, Issue 6 2007V. Paul Poteat A social developmental framework was applied to test for the socialization of homophobic attitudes and behavior within adolescent peer groups (Grades 7,11; aged 12,17 years). Substantial similarity within and differences across groups were documented. Multilevel models identified a group socializing contextual effect, predicting homophobic attitudes and behavior of individuals within the group 8 months later, even after controlling for the predictive effect of individuals' own previously reported attitudes and behavior. Several group characteristics moderated the extent to which individuals' previously reported attitudes predicted later attitudes. Findings indicate the need to integrate the concurrent assessment of individual and social factors to inform the construction of more comprehensive models of how prejudiced attitudes and behaviors develop and are perpetuated. [source] | |||||||||||||