HHD - SAC 1

Chapter 7

Lifespan

• Is the amount of time for which a person is alive

Prenatal life stage

• Begins at fertilisation, ends at birth

• Characterised by:

  • rapid growth

  • development of body organs/ structures

• fastest growth period and most vunrable of all lifespan stages.

Infancy life stage

• Begins at birth, ends at age 2

• Characterised by significant development in:

  • motor skills

  • basic language

  • social recognition

  • play

  • emotional expression

Early childhood life stage

• Begins at 2, ends at age 6

• Characterised by:

  • slow and steady growth

  • development of new social skills

    • etc. making friends, table manners, toilet training

Late childhood life stage

• Beings at 6, ends at age 12

• Characterised by:

  • continued slow and steady growth

  • significant changes influenced by primary schooling

    • etc. reading, writing, developing long term memory, forming friendships outside of family.

Youth life stage

• Begins at 12, ends at age 18

• Charcaterised by:

  • rapid growth

  • increased independence

  • sexual maturity

• this stage lengthened over past 100 years, due to earlier puberty and youth taking longer to achieve independence.

Early adulthood life stage

• Begins at 18, ends at age 40

• Characterised by:

  • reaching peak physical fitness (ages 25-30), followed by a gradual decline

  • period of maintenance and repair.

• During this stage there is and increased focus on career, relationships, marriage and family.

Middle adulthood life stage

• Begins at 40, ends at age 65

• Characterised by:

  • stability in work, relationships and personal identity.

• Stage often associated with:

  • developed values/ beliefs, financial security, physical signs of ageing

  • etc. Menopause in females.

Late adulthood life stage

• Begins at 65, ends at death

• Associated with:

  • lifestyle changes/ retirement

  • financial security

• Challenges within this life stage includes:

  • coping with grief from death of friends/ spouse

  • changes in living arrangements (aged care)

Development

• Relates to changes that occur from fertilisation to death, marked by predictable milestones.

  • etc learning to walk, going through puberty and developing social security.

Physical development transitions - youth/ adulthood

• Involves changes to the body and its systems.

  • etc increased height,

  • muscle growth,

  • organ development, immune system strengthens,

  • bone hardens

  • fine and gross motor skills.

• Growth occurring in different stages; rapid growth in infancy and youth, steady growth in childhood and maintenance/ decline in adulthood.

Primary/ secondary sex characteristics

• Primary sex characteristics - Parts of body directly involved in reproduction

  • these organs develop/grow throughout puberty.

• Secondary sex characteristics - Changes that occur to males/ females that are not directly related to reproduction nor present at birth, developing in puberty.

Social development - youth/ adulthood

• Refers to learning behaviours and skills needed for interacting with others

  • Social knowledge learnt from family, peers and society as they grow.

  • Influences on social development include: cultural values, upbringing and life experiences.

Behaviours, Social roles (social development)

• Behaviours - how individuals act around others in different social settings.

  • etc. toilet training, learning manners

  • positive social behaviours build relationships/ social acceptance.

• Social roles - contribute to personal identity and social interaction skills.

  • etc. Employee, romantic partner

Relationship skills, communication skills (social development)

• Relationship skills - helps to develop sense of self, sexual identity, long term relationship skills.

  • greater independence at youth = greater responsibility for actions/decisions.

  • relationships with parents shift from dependance to mutual decision making.

• Communication skills - evolve as youth gain independence and new experiences

  • strong communication skills help in personal education/ professional settings

  • peer groups expand to include opposite sex - diverse interactions.

Emotional development - youth/ adulthood

• Relates to experiencing a full range of emotions, and increasing complexity relating to expression of emotion, as well as developing self concept and resilience.

Self concept, Experiencing a full range of emotions (emotional development)

• Self concept - how individuals see themselves, developing over time as they experience various aspects of life.

  • as self concept develops, personal views about oneself may change

    • etc. views of academic abilities, and physical capabilities.

• Experiencing a full range of emotions - develops as individuals experience a greater range of emotions.

  • older children identify different emotions, learning appropriate ways of responding

Appropriate ways of expressing emotions, resilience (emotional development)

• Appropriate expression of emotions - as individuals develop emotionally, more equipped at expressing emotions in an appropriate manner.

  • better able to control the way in which they express feelings

• Building resilience - ability to effectively deal with adverse/ negative events that occur throughout life.

  • coping strategies that build resilience etc. relaxation, setting goals.

Intellectual development - youth/ adulthood, Knowledge and memory

• Refers to increase in complex processes of the brain, such as thought, knowledge and memory.

• knowledge and memory - range of information/ concepts an individual is familiar with and understands.

  • memory- retain and recall information

    • youth tend to focus on future, developing knowledge

    • more complex concepts learnt

    • brain continues to develop, as well as capacity to remember past events/ concepts.

Language, thought patterns/ problem solving ( intellectual development)

• language - knowledge of language, and the way it can be used develops over human lifespan/ experience.

  • increase in vocabulary, grammar and use of language

• Thought patterns/ problem solving - way individual thinks changes as they develop from concrete to abstract thoughts.

  • abstract thoughts = ability to think about ideas/ concepts

  • problems solving abilities increase with experience/ knowledge

  • ability to create solutions and develop best options occur.

Creative thinking/ imagination, Attention (intellectual development)

• creative thinking/ imagination - relates to thinking in new ways.

  • imagination essential for development during childhood

    • contributing to development of new ideas and innovations in areas of interest.

• Attention - relates to focusing on one aspect of the environment while ignoring others.

  • individuals who develop deep interests may focus attention on related tasks.

  • Conversely as youth transition to adulthood they may lose interest in activities they see as pointless/ meaningless.

Relationship

• A connection between two or more people/ or groups of people

  • relationships are dynamic and complex

  • whether positive/ or negative have a significant influence in shaping sense of self and identity.

Family

• Usually provide love, support and security

• They are diverse and unique, and include a variety of different family structures.

Authoritarian and Authoritative parenting style

• Authoritarian - rules set out, children expected to follow or face punishment.

  • often results in children with low levels of emotional and mental health and wellbeing.

• Authoritative - have rules while allowing some exceptions. Uses consequences rather than punishment and includes positive rewards.

  • often results in children with good decision making skills, therefore positive social health and wellbeing.

Permissive and Uninvolved parenting styles

• Permissive - no discipline, taking on role of friend rather than parent. Rarely discourages bad behaviour, causing children to have difficulties with authority and rules/ can affect schooling.

  • report sadness and poor mental health and wellbeing

• Uninvolved - no interest/ do not meet child’s basic needs. Often includes parents struggling with poor mental health/ substance abuse problems.

  • Children often feel rejected, having poor self esteem, resulting in reduced emotional health and wellbeing.

Different types of relationships

• Friendships

• Online relationships

• Intimate relationships

• Coaches. teachers and mentors

• professional relationships

Characteristics of a healthy relationship

• Respect - value each others opinion, treating each other thoughtfully

• Trust - Reliable/ dependable and confide in that person, feels emotionally and physically safe with that person.

• Honesty - telling truth and not keeping secrets

• Loyalty - provide support and consistency though adverse times.

• Empathy - capacity to understand/ feel what another person is experiencing, placing yourself in their position.

• Safety - emotional safety and free from physical harm/ abuse.

• Equality - People in relationship are valued with same expectations, able to give and take from relationship equally.

Verbal and Nonverbal communication, and good communication charcateristics

• Verbal - Clearly conveying a message through talking and careful listening.

• Non-verbal - Use of gestures, body language, mannerisms, and facial expressions to express oneself.

  • good communication = eye contact, asking relevant questions and responding actively, speaking at appropriate volume, maintaining appropriate distance, show involvement in conversation.

Unhealthy relationships

• Person prevented from challenging themself/ becoming best version of themself.

• may involve:

  • being put down by others, feeling unappreciated, low self esteem, harassment, feeling scared or constantly disappointed.

Healthy relationship impact on physical physical health and wellbeing

• Increased energy levels

• Increased physical fitness

• Decreased risk of cardiovascular disease

• Healthy body weight

• Decreased risk/ injury

Healthy relationship impact on social health and wellbeing

• Better communication skills

• Able to adapt to different social situations

• Less awkward interactions between teenagers and adults

Healthy relationship impact on emotional health and wellbeing

• Increased resilience

• safe outlet for expression of emotions

• better understanding of others emotions

• conflict resolution

Healthy relationship impact on mental health and wellbeing

• Increased self esteem

• Increased self confidence

• Lower levels of stress

• Support for big decisions, reducing anxiety

Healthy relationship impact on spiritual health and wellbeing

• Strong sense of belonging

• Acting according to values

• Sense of peace

• Increased feeling of purpose/ meaning in life

• Fulfillment

• increased feeling of connection

Healthy relationship impact of development

• Physical - relationship with coaches/ friends increased fine and gross motor skills

• Intellectual - relationship with friends/ teachers might encourage homework and overall involvement in learning, increasing problem solving skills

• Emotional - emotions expressed without fear of rejection, relationships with low levels of stress = better understand emotions and support others.

• Social - Encouragement in friendships increases problem solving skills, teachers can encourage students to take risks and therefore advance creativity/ PSS.