what influences psychological development

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hereditary factors

biological influences on developmental that result from genetic info passed down from biological parents

environmental factors

difference external influences within a person’s environment that can affect their development

maladaptive behaviors

behaviour that is unhelpful or dysfunctional, that interferes with a person’s ability to adjust to their environment appropriately and effectively

risk factors

factors that may increase chance of developing atypically or having a mental disorder

protective factors

factors that may prevent or decrease chances of developing atypically or having a mental disorder

mental wellbeing

state of emotional and social wellbeing in which individuals realise their own abilities, can cope with normal life stressors, can work productively, and contribute to community

biological examples

adequate sleep, healthy diet

psych examples

trauma, stress

social examples

amount of support, education

mentally healthy people typically

can manage feelings and emotions, form positive relationships, reasonable level of confidence in their abilities

mental health problems

relatively short term disruptions that affect the everyday functioning of an individual

mental disorders

long lasting conditions that affect mood, thinking and behavior leading to distress, dysfunction and deviance

aboriginal perspectives

physical, psychological, spiritual, cultural

maturation

physiological changes that occur in your body over development that let you turn into an adult

sensitive periods

period of time during development where an individual is more responsive to certain types of experiences of learning, slow learning after

critical periods

period in development where an organism is most vulnerable to the depravation or absence of certain environmental or experiences, cannot learn after

principle of readiness

inability to perform a behavior dependent on maturation until necessary structures are sufficiently developed

developmental change

relatively permanent or long lasting that we gain, like a sport injury

attachment types

secure, isnecure

unsecure attachment styles

resistant, avoidant, disorganised

insecure resistant

child is uncertain whether their needs are met, therefore leading to clinginess and anxiety

insecure avoidant

emotionally distant, avoids seeking help maybe due to negligence or inconsistent caregiving

insecure disorganised

mix of avoidant and resistant, often resulting from abusive or traumatic caregiving

secure

child feels confident that their needs are responded to

adaption

involves taking in, processing, organising and using new info in ways which enable us to adjust to changes in our environment

schema

categories or units of knowledge we use to understand and respond to situations

assimilation

cognitive process that involves taking a new concept and fitting it into or making it apart of an existing mental idea

accomodation

cognitive process that involves changing or adjusting existing ideas to deal with a new situation

sensorimotor

0-2, object permeance, goal directed behavior

preoperational stage

2-7, egocentricism, animism, symbolic thinking, transformation

concrete operational

7-11, reversibility, conservation, classification

formal operational stage

11, hypothetical deductive reasoning, abstract thinking

object permeance

understanding that objects still exist even if they can’t be seen, heard or touched

goal directed behavior

idea that they can plan a sequence of actions to achieve a specific purpose

symbolic thinking

uses images, symbolic, and words to solve simple problems and talk about things that are not physically present

animism

the belief that everything has a consciousness

egocentrism

the tendency to view the world solely form one’s own point of views

transformation

understanding that something can change from one state to another

reversibility

understanding actions can be undone or reversed

conservation

understanding that certain qualities of an object remain the same even when the appearance changes

classification

ability to sort objects into groups based on features

hypothetical deductive reasoning

ways of thinking that involves developing a hypothesis based on what might logically occur

abstract thinking

a way of thinking that is not reliant on directly observing, visualising, experiencing, or manipulating something to understand it

typical

occurs and is appropriate

atypical

differs markedly in some way, unexpected behaviors uncommon for ordinary people

social norms

widely held standards that govern people’s behavior
can change overtime, not universal

cultural perspective

behavioral norms that apply to certain cultures but not necessarily the others
vary globally and within multicultural societies, no universal cross cultural standard for categorising typical and atypical

statistical rarity

occurs most frequently in the populations
some behaviors may be categorised as atypical despite not being statistically rare

personal distress

extremely upset or suffering emotionally, typical if distress is reasonable and appropriate
experiences highly variable for individuals
doesn’t consider people who engage in atypical behavior without feeling distress

criteria of normality

freedom from disabling thoughts and feelings
ability to cope with ordinary demands and life problems
freedom from extreme emotional distress like excessive anxiety

neurodiversity

used to describe atypical neurological development and cognitive function

autism spectrum disorder

type of neurodevelopmental disorder, affecting communication and interaction with others

characteristic categories of autism

social interaction, social communication, restricted or repetitive patterns of behavior, interest or activities

most common symptoms of autism

ignoring people, emotional distance, avoiding eye contact, look through people, unable to read or understand others

attention deficit hyperactivity disorder

persistent pattern of inattention and or hyper impulsive behavior, highly heritable

adhd characteristics

inattention, hyperactivity, impulsivity

types of ADHD

predominately inattentive presentation, predominately hyperactive impulsive presentation, combined presentation

co morbidity

the presence of two or more conditions at the same time

neurodivergent masking

concealing traits with neurotypical ones so they’re not recognised or treated differently due to being neurodivergent

learning disability

any disorder that impairs learning and makes learning significantly more difficult, persists despite interventions

learning difficulty

short term and may through circumstances or development

dyslexia

significant difficulties with accurate and fluent word reading, spelling and writing

dyscalculia

affects ability to acquire mathematical concepts and skills like counting, measurements

dyspraxia

affecting coordination and execution of physical movements including muscles for speaking, causes delays in acheiving typical motor coordination

types of dyspraxia

verbal, development coordination, assigned

process of assesment

clinical interview, behavioral observations, standardised testing

psychological process

assessment, diagnosis, treatment, ongoing assessment

classifications

categorised, dimensional

issues in labelling

social stigma, self stigma, inhibit likelihood of seeking professional support