Psychological Development and Research Methods Overview

Beneficence

Commitment to maximising benefit and minimising the risks.

Integrity

Commitment to searching for knowledge and understanding, and the honest reporting.

Respect

Consideration that all living things have value and, giving reward for their welfare and autonomy.

Justice

Moral obligation that there is fair consideration of competing claims, no unfair burden, fair benefits.

Non maleficence

avoid causing harm

Confidentiality

Protect Info of patients.

Informed consent procedures

Knowledge and of same mind, knows what agreeing to, signature, if child parent.

Deception

If you need to have the briefing. Lying about something in experiment, for the results to be reliable.

Debriefing

End of experiment, explain true nature of the study.

Voluntary participation

Freely want to take part.

Withdraw all rights

Can leave at any time.

Conclusions

Sums up what has been found out during an investigation.

Scientific ideas

Ideas and theories generated through observation and experiment.

Non scientific ideas

Formed without empirical evidence or use of scientific methods/principles. (anecdote, opinion). It cannot be tested.

Hereditary

Traits from parents i.e. temperament, intelligence, or mental health tendencies, affect how respond to situations and how develop certain skills.

Environmental

Everything around you i.e. family, friends, culture, education and life experiences, affect how think, behave, feel.

Biopsychological approach

All work together to influence a person's development and mental health.

Biology

This includes your brain, genetics, hormones, and nervous system. It affects how you think, feel, and behave.

Psychology

This is your thoughts, emotions, and behaviours. It looks at how you react to things and how your mind works.

Environment

This refers to everything around you, like your family, culture, and life experiences.

Emotional development

Ainsworth theory of attachment. Observe mum and infant in unfamiliar room, separated, reunited, and introduced of strangers to baby (1-2 years old).

Secure attachment

Strong, healthy bond, parents met needs consistently.

Insecure-avoidant attachment

Avoid contact from caregiver, not respond to needs.

Insecure anxious attachment

Change from clinging/rejecting primary caregiver, inconsistently meeting the infants needs.

Cognitive development

Piaget of cognitive development: concerning how children learn 4 chronological stages, each stage has key accomplishments, and age bracket.

Social development

Erikson's theory of psychosocial crisis emphasises the interaction between social and psychological influences on development across the lifespan.

8 stages of development

At each stage face crisis, conflict between an individual's capabilities and personal desires, and desire to meet the expectations of society, must be resolved by tensions balanced out for positive impact.

Sensitive period

The optimal possible time for certain aspects of learning to occur; ability to learn is not gone forever, but will not be as easy to learn.

Critical Period

Specific period where certain aspects of learning must occur; cannot be learned later.

Usefulness of psychological criteria

The usefulness, and limitations, of psychological criteria to categorise behaviour as typical or atypical, including cultural perspectives, social norms, statistical rarity, personal distress and maladaptive behaviour.

Cultural perspectives

Different customs, beliefs, and traditions and rules and etiquette can be unique to each country, and may make normal behaviours in one place abnormal in another.

Social norms

Unofficial rules and expectations regarding how individuals act; change from each generation and depend on context.

Statistical rarity

Lies outside range of statistical normalcy and is unusual enough to be considered significant.

Personal distress

Experience upsetting or unpleasant emotions; alone is enough to describe a behaviour as atypical.

Maladaptive behaviour

Actions that impair an individual's ability to meet changing demands; hard to objectively quantify and dependent on situation.

Normality

When thoughts, feelings, behaviours that are common, expected, therefore accepted; difficult to define due to evolving nature and subjectiveness.

Neurotypicality

Individuals who display neurological or cognitive functioning that is typical or common.

Adaptive

Thoughts, feelings or behaviour that allows you to cope with day

Maladaptive

Thoughts, feelings or behaviour that limit your ability to live life normally.

Normal variations of brain development

Illustrated by neurodiversity, including autism, ADHD, dyslexia, Tourette's syndrome, dyscalculia, dyspraxia.

Mental health workers

Ensure medication is taken at times, develop coping strategies, work with children, young adults, elderly people with mental disabilities.

Psychologist

Make diagnostic judgement from contacts and symptoms, provide different types of therapy, assist in assessment and diagnosis of autism.

Psychiatrist

Diagnosing and treating mental health issues, prescribe medication, make diagnosis, making management plans.

Culturally responsive practices

Acting in ways that respond to the needs of diverse communities and demonstrating openness to new ideas.