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Q1: TO DO: Do your work but please base on the information I gave you in the PDF that I sent. You will write a 8 pages reflection paper (APA format, including title page and references). Students in this class are required to develop a narrative of their developmental experience from birth to the present day. This is a narrative, but should include references to key developmental terms and processes. Please include at least 5 specific concepts from content this semester throughout your paper. When references from the book or other sources are included be sure that they are referenced in APA style and a reference page concludes the paper. For this paper, you will reflect over your personal development from infancy, childhood, adolescence, and young adulthood using personal experiences or instances that illustrate the influence of one or more theories development. Use the questions below as prompts to reflect on their experiences and development: • What is your earliest memory? How has this memory served as a kind of metaphor for your life? • Who have been significant person's in your life and how have they influenced your life and growth? • What have been the major agents of socialization in your life toward development of your values, beliefs, and expectations of self/others? • What cultural, school, work, religious, and community experiences shaped your developmental journey? • Using personal experiences how do or did genetic, biological, neurological, and physiological factors influence your personal development. • What significant world events serve as markers of your personal development? . • Describe your peer relationships (friendships) throughout childhood and adolescence. How have those relationships influenced you? • Using Erikson's model of Identity Development, describe your own process of identity development (with the understanding that your identity is still 'under construction'). • What struggles and conflicts that you faced as a child or adolescent have molded and shaped you as a person? • How has technology influenced your development? • Address how your childhood and adolescence continue to influence you as an adult. **Where applicable, please be sure to explain HOW these events and experiences have influences your personal development. **Please include terminology and concepts from class where applicable.See Answer
Q2:/n LIFESPAN DEVELOPMENT A Psychological Perspective Second Edition By Martha Lally and Suzanne Valentine-French Belicidades A Lifespan Development: A Psychological Perspective Second Edition By Martha Lally and Suzanne Valentine-French (Published 2019) This Open Education Resource (OER) textbook was funded by a grant from the College of Lake County Foundation and supported by the Business and Social Sciences Division. This textbook can be found at: http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf Publication is under the following license: BY NO SA Creative Commons Attribution-Noncommercial-Share Alike 3.0 unported license to view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. 2 Table of Contents Chapter 1: Introduction to Lifespan Development Chapter 2: Heredity, Prenatal Development, and Birth Chapter 3: Infancy and Toddlerhood Chapter 4: Early Childhood Chapter 5: Middle and Late Childhood Chapter 6: Adolescence Chapter 7: Emerging and Early Adulthood Chapter 8: Middle Adulthood Chapter 9: Late Adulthood Chapter 10: Death and Dying 3 Table of Contents Chapter 1: Introduction to Lifespan Development...... Lifespan Perspective Conceptions of Age.. Periods of Development..... Issues in Lifespan Development Historical Theories on Development. Contemporary Theories on Development. Descriptive Research. Correlational Research Experimental Research Research Involving Time-Spans Conducting Ethical Research References... Chapter 2: Heredity, Prenatal Development, and Birth. Heredity Genotypes and Phenotypes Genetic Disorders Chromosomal Abnormalities. Behavioral Genetics Prenatal Development The Germinal Period The Embryonic Period. The Fetal Period......... Prenatal Brain Development Teratogens..... Maternal Factors Prenatal Assessment. Complications of Pregnancy Preparation for Childbirth Stages of Birth for Vaginal Delivery Assessing the Neonate. Problems of the Newborn Postpartum Maternal Concerns. References.. Chapter 3: Infancy and Toddlerhood. The Brain in the First Two Years. Infant Sleep From Reflexes to Voluntary Movements Motor Development Sensory Capacities. Nutrition Global Considerations and Malnutrition. Piaget and the Sensorimotor Stage. Language Components of Language Language Developmental Progression Theories of Language Development...... 4 9 10 13 14 16 17 18 .24 .26 .28 .29 32 33 .35 35 36 37 39 .41 .43 .43 .44 .45 .47 .47 53 .57 .59 60 61 63 63 65 65 71 72 74 .77 .78 79 .82 84 85 89 .90 .91 .93 Temperament... Infant Emotions Forming Attachments Erikson: Trust vs. Mistrust. Mary Ainsworth and the Strange Situation Technique Erikson: Autonomy vs. Shame and Doubt Measuring Infant Development References... Chapter 4: Early Childhood Brain Maturation…….... Motor Skill Development.. Toilet Training.. Sleep.. Sexual Development in Early Childhood. Nutritional Concerns Piaget's Preoperational Stage Vygotsky's Sociocultural Theory of Cognitive Development. Information Processing.. Attention Memory Neo-Piagetians....... Children's Understanding of the World. Language Development. Bilingualism ……………. Preschool Autism Spectrum Disorder. Erikson: Initiative vs. Guilt Self-Concept and Self-Esteem Self-Control... Gender Theories of Gender Development Transgender Children Parenting Styles. Spanking Sibling Relationships... Play Children and the Media Child Care.... Child Abuse... Adverse Childhood Experiences (ACES). References....... Chapter 5: Middle and Late Childhood Physical Development. Sports Childhood Obesity. Concrete Operational Thought Information Processing.. Language Development. Communication Disorders 97 99 101 102 102 106 106 106 115 116 117 119 119 120 121 123 126 127 127 128 130 131 133 134 135 136 139 139 140 140 141 142 143 145 146 147 149 150 151 152 155 164 164 165 168 170 172 174 174 5See Answer
Q3:need tri brocher in 300 words |/n LIFESPAN DEVELOPMENT A Psychological Perspective Second Edition By Martha Lally and Suzanne Valentine-French Belicidades A Lifespan Development: A Psychological Perspective Second Edition By Martha Lally and Suzanne Valentine-French (Published 2019) This Open Education Resource (OER) textbook was funded by a grant from the College of Lake County Foundation and supported by the Business and Social Sciences Division. This textbook can be found at: http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf Publication is under the following license: BY NO SA Creative Commons Attribution-Noncommercial-Share Alike 3.0 unported license to view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. 2 Table of Contents Chapter 1: Introduction to Lifespan Development Chapter 2: Heredity, Prenatal Development, and Birth Chapter 3: Infancy and Toddlerhood Chapter 4: Early Childhood Chapter 5: Middle and Late Childhood Chapter 6: Adolescence Chapter 7: Emerging and Early Adulthood Chapter 8: Middle Adulthood Chapter 9: Late Adulthood Chapter 10: Death and Dying 3 Table of Contents Chapter 1: Introduction to Lifespan Development...... Lifespan Perspective Conceptions of Age.. Periods of Development..... Issues in Lifespan Development Historical Theories on Development. Contemporary Theories on Development. Descriptive Research. Correlational Research Experimental Research Research Involving Time-Spans Conducting Ethical Research References... Chapter 2: Heredity, Prenatal Development, and Birth. Heredity Genotypes and Phenotypes Genetic Disorders Chromosomal Abnormalities. Behavioral Genetics Prenatal Development The Germinal Period The Embryonic Period. The Fetal Period......... Prenatal Brain Development Teratogens..... Maternal Factors Prenatal Assessment. Complications of Pregnancy Preparation for Childbirth Stages of Birth for Vaginal Delivery Assessing the Neonate. Problems of the Newborn Postpartum Maternal Concerns. References.. Chapter 3: Infancy and Toddlerhood. The Brain in the First Two Years. Infant Sleep From Reflexes to Voluntary Movements Motor Development Sensory Capacities. Nutrition Global Considerations and Malnutrition. Piaget and the Sensorimotor Stage. Language Components of Language Language Developmental Progression Theories of Language Development...... 4 9 10 13 14 16 17 18 .24 .26 .28 .29 32 33 .35 35 36 37 39 .41 .43 .43 .44 .45 .47 .47 53 .57 .59 60 61 63 63 65 65 71 72 74 .77 .78 79 .82 84 85 89 .90 .91 .93 Temperament... Infant Emotions Forming Attachments Erikson: Trust vs. Mistrust. Mary Ainsworth and the Strange Situation Technique Erikson: Autonomy vs. Shame and Doubt Measuring Infant Development References... Chapter 4: Early Childhood Brain Maturation…….... Motor Skill Development.. Toilet Training.. Sleep.. Sexual Development in Early Childhood. Nutritional Concerns Piaget's Preoperational Stage Vygotsky's Sociocultural Theory of Cognitive Development. Information Processing.. Attention Memory Neo-Piagetians....... Children's Understanding of the World. Language Development. Bilingualism ……………. Preschool Autism Spectrum Disorder. Erikson: Initiative vs. Guilt Self-Concept and Self-Esteem Self-Control... Gender Theories of Gender Development Transgender Children Parenting Styles. Spanking Sibling Relationships... Play Children and the Media Child Care.... Child Abuse... Adverse Childhood Experiences (ACES). References....... Chapter 5: Middle and Late Childhood Physical Development. Sports Childhood Obesity. Concrete Operational Thought Information Processing.. Language Development. Communication Disorders 97 99 101 102 102 106 106 106 115 116 117 119 119 120 121 123 126 127 127 128 130 131 133 134 135 136 139 139 140 140 141 142 143 145 146 147 149 150 151 152 155 164 164 165 168 170 172 174 174 5See Answer
Q4:2:30 71 Assignment Details Spring Term 2024 Life-Span Human Dev (EDPR-7117-... Submission Types Discussion Comment Description Switch To Light Mode Jan 29, 2024 at 11:58 AM The section on Flynn effect is rather brief in this chapter. However, the argument James Flynn brought along with his persistent research over time has extensive implications for our understandings of human intelligence in development. Especially interesting is its ramifications for the debate about racial differences in intelligence, also known as the bell curve issue. Expand the discussion of the section in the text by examining one or two research articles on Flynn effect that you can find and enjoy reading. Sharing with class some insights you have gained from reading the text and the articles. View Discussion 4 000 000 Dashboard Calendar To Do Notifications Inbox/nI have a discussion board that is due tonight at 11:59 pm central time. Our initial post has to be between 200 to 300 wordsSee Answer
Q5: Assignment Overview: Developmental Interviews The assignment entails conducting interviews with four individuals from different age groups to explore their recollections and experiences from early infancy to young adulthood. Each interviewee must fall within specific birthdate ranges: (a) born between 1930 and 1950, (b) born between 1951 and 1970, (c) born between 1971 and 1985, and (d) born between 1986 and 1995. Interviews should cover various aspects of development including early memories, play, school experiences, peer relationships, and developmental transitions. Following the interviews, students are required to write a paper summarizing insights gathered. The paper should consist of five sections: Individual summaries for each interview (approximately 2-3 pages each). A final section (approximately 2-3 pages) addressing common themes across the interviews, influences, etc. Key Requirements: Interview questions will be provided as a guide. Use pseudonyms or initials to refer to interviewees. Divide the paper into five sections as specified. Comment on turning points, developmental milestones, and the influence of world events. Demonstrate connections between interviews and course concepts. Each interview section should cover memories from early childhood, middle childhood, adolescence, and very early adulthood. Address specific questions in the final section regarding the influence of theories of individual and family development, theories of learning and personal development, and genetic, biological, neurological, and physiological factors in development. Interview Questions: Questions cover various age ranges and developmental stages from infancy to young adulthood. They include inquiries about early memories, family life, school experiences, changes in relationships, and significant life events. Note: No need of real interview, you can make it up you are not going to answer the interview questions and write them, you are just going to use them as a guide. You will write a paper summarizing insights gathered from your interviews. Your written paper based on the interviews is the only thing you will submit for this assignment. Please refer to your interviewees by the letter of their first name or by pseudonym only in your paper. Full names are not needed or wanted for this assignment. we have to submit the paper in 5 sections, on this we have to summarize the insights gathered from the interviews in 2-3 pages each (Total 8-12 pages) for 4 age group and the final section questions answers in 2-3 pages Total work: 10-15 pages Double spaced Use concept from the book ( attached in the reference section )See Answer
Q6:TASK2 - SUMMARY || separate two paragraphs from chapter 13 of this book (200 WORDS)/nPSYC315-INTEGRATION OF PSYC & CHRISTIANITY Los Angeles Pacific University DAVID ENTWISTLE Integrative INTEGRATIVE APPROACHES to PSYCHOLOGY and CHRISTIANITY Approaches to... by Entwistle, David N. RequiredSee Answer
Q7:/nBook - Invitation to the Life Span, With Achieve, Berger, Kathleen Stassen, Worth Publishers, 5th ed 200 words for the initial postSee Answer
Q8: The Journal of Genetic Psychology, 1998, 159(1), 53-67 A Longitudinal Study of the Relations Between Parent-Adolescent Conflict and Adolescent Psychological Well-Being DANIEL T. L. SHEK Department of Social Work The Chinese University of Hong Kong ABSTRACT. In this longitudinal study, the relationships between parent-adolescent con- flict and adolescent psychological well-being were examined in a sample of Chinese ado- lescents (N = 378) via children's and parents' reports of parent-adolescent conflict. The results indicate that parent-adolescent conflict based on ratings obtained from the differ- ent sources was concurrently related to hopelessness, life satisfaction, self-esteem, pur- pose in life, and general psychiatric morbidity at Time 1 and Time 2. Longitudinal and prospective analyses (Time 1 predictors of Time 2 criterion variables) suggest that the rela- tions between parent-adolescent conflict and adolescent psychological well-being are bidirectional. Although the strengths of association between parent-adolescent conflict and adolescent psychological well-being were similar for male and female adolescents, father-adolescent conflict, relative to mother-adolescent conflict, was found to exert a stronger influence on adolescent psychological well-being. ALTHOUGH PARENT-ADOLESCENT CONFLICT is widely regarded by clinicians as an etiological factor in adolescent psychopathology (e.g., Foster & Robin, 1988; Hall, 1987), empirical evidence pertinent to the links between par- ent-adolescent conflict and adolescent development is limited. In a pioneer study of conflict-resolution behavior in adolescent boys, Rubenstein and Feldman (1993) explicitly commented that “it is not known to what extent adolescent behavioral and emotional disorders are a function of the amount of conflict in the family" (p. 43). Regarding the empirical support for the link between parent-adolescent con- This work was financially supported by the Research Grants Council of the UGC (Grant CUHK155/94H). The author wishes to thank Chan Lai-kwan for her assistance in col- lecting the data. Address correspondence to Daniel T. L. Shek, Department of Social Work, The Chi- nese University of Hong Kong, Shatin, Hong Kong. E-mail: DANIELSHEK@CUHK. EDU.HK. 53 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 54 The Journal of Genetic Psychology flict and adolescent functioning, there are data suggesting that parent-adolescent conflict is related to adolescent maladjustment, including depression (Forehand et al., 1988); injuries (Bijur, Kurzon, Hamelsky, & Power, 1991); unacceptable behavior (Tomlinson, 1991); problem behavior at school (Forehand, Long, Brody, & Fauber, 1986; Galambos, Sears, Almeida, & Kolaric, 1995); difficulties in ado- lescent functioning (Forehand et al., 1991); and self-esteem, anxiety, and control (Slater & Haber, 1984). Past studies have also revealed that extensive parent-child conflict exists in homes of disturbed children (Reich, Earls, & Powell, 1988) and runaway adolescents (Justice & Duncan, 1976). A critical examination of the literature shows that there are several limita- tions intrinsic to the existing studies on the link between parent-adolescent con- flict and adolescent adjustment. The first limitation concerns the assessment of parent-adolescent conflict. Although some researchers have included children's and parents' perceptions in the assessment (i.e., inclusion of multiple informants), it is not a common practice to assess father-adolescent conflict (e.g., Forehand et al., 1988; Forehand et al., 1991). Even in those studies in which fathers and mothers were included, some researchers have assessed parent-adolescent con- flict without distinguishing between the father and the mother (i.e., treating the parents as a unit), therefore failing to reveal the differential nature of father-ado- lescent conflict and mother-adolescent conflict (e.g., Galambos et al., 1995; Rubenstein & Feldman, 1993). The assessment of parent-adolescent conflict separately for fathers and mothers, based on data obtained from separate sources, would probably give a more complete picture of the problem area. There are different forms of par- ent-adolescent conflict, depending on the perspective of the informant: father- adolescent conflict based on the perspective of the child, mother-adolescent con- flict based on the perspective of the child, father-adolescent conflict based on the perspective of the father, and mother-adolescent conflict based on the perspec- tive of the mother. The second limitation of the existing studies is that the related sample sizes are generally small: Forehand and colleagues recruited 69 dyads for the first study (Forehand et al., 1988) and 120 families for the second study (Forehand et al., 1991); Galambos et al. (1995) included 105 families in their study; and Ruben- stein and Feldman's (1993) study was based on the responses of 108 families. In addition, the use of multivariate statistical tests (multiple regression analyses have been widely used) in small samples increases the possibility that the data obtained are attributable to chance effect (Tabachnick & Fidell, 1989). The third limitation is that most of the existing studies have been conducted in Western societies. Actually, an examination of the available databases (Ho, Spinks, & Yeung, 1989; Shek, 1995a; Spinks & Ho, 1993) showed that, to date, no scien- tific study has been conducted to examine the relations of parent-adolescent con- flict to adolescent adjustment in Chinese society. Yang (1981) argued that social- ization practice is parent centered in traditional Chinese culture, where parent-child Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Shek 55 conflict is basically not encouraged, children are socialized to be submissive to the parents, and conflict with parents is regarded as an unfilial act. Within such a cul- tural context, parent-adolescent conflict might constitute a source of stress for the adolescent involved, and this stress might influence his or her adjustment. The fourth limitation is that although most of the existing studies have been carried out to study parent-adolescent conflict and depression (Forehand et al., 1988), problem behavior (Forehand et al., 1991; Galambos et al., 1995), and dis- tress and psychosomatic complaints (Rubenstein & Feldman, 1993), few studies have addressed the link between parent-adolescent conflict and adolescent posi- tive mental health. Conceptually, psychological well-being can be defined in terms of the absence of manifested psychiatric symptoms or presence of positive mental health attributes (Bradburn, 1969; Diener, 1984) or coping resources (Folkman, Schaefer, & Lazarus, 1979). According to the latter view, indicators such as life satisfaction, meaning in life, hope, or self-worth should be the focus. Folkman, Schaefer, and Lazarus (1979) regarded such qualities as coping resources that would help an individual develop positive coping repertoires. Thus, it would be theoretically illuminating if measures of psychiatric morbidity and positive mental health could be included in a single study. The final limitation of the existing studies is a conceptual one. Regarding the link between parent-adolescent conflict and adolescent psychological well- being, there are three possibilities: (a) parent-adolescent conflict influences ado- lescent psychological well-being, (b) adolescent psychological well-being influ- ences parent-adolescent conflict, and (c) parent-adolescent conflict and adolescent psychological well-being do not influence each other. It is obvious that the existing studies have been guided primarily by the first possibility, assuming that increased parent-adolescent conflict is conducive to impaired adolescent functioning. In contrast, few studies have been conducted to examine the second possibility (i.e., that adolescent adjustment is an antecedent of parent-adolescent conflict), and existing data have seldom been interpreted in light of this hypoth- esis. For example, Forehand et al. (1988) collected parent-adolescent conflict and adolescent depression data at two time periods (i.e., at Time 1 and Time 2). How- ever, the data were interpreted in terms of the influence of parent-adolescent con- flict on adolescent depression, and data on the association between Time 1 ado- lescent depression and Time 2 parent-child conflict were simply not presented. Theoretically, there are some bases for the hypothesis that adolescent psy- chological well-being influences parent-adolescent conflict. According to the assertions of systems theories, functioning at the individual subsystem and at the parent-child subsystem is interdependent (e.g., Goldenberg & Goldenberg, 1980; Hinde & Stevenson-Hinde, 1988). Borrowing ideas from the sociological litera- ture on family stress and role strain (e.g., Margolin, 1981), one can also argue that poor adolescent mental health is stressful, which would limit an adolescent's sensitivity and response to parents' demands and desires, therefore contributing to increased parent-adolescent conflict. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 56 The Journal of Genetic Psychology The data reported in this article are based on a longitudinal study that was designed to investigate the relations between family environment (including par- ent-adolescent conflict) and adolescent adjustment in Hong Kong. Data were col- lected at two time periods (Time 1 and Time 2) separated by 1 year. A large vol- ume of data has been generated from this study (Shek, 1995b, 1997). In this article, the primary focus is on the relations between children's and parents' reports of parent-adolescent conflict and adolescent psychological well-being. Method Instruments: Assessment of Parent-Adolescent Conflict Child version of the Father-Adolescent Conflict Scale (FAC-C) and Mother- Adolescent Conflict Scale (MAC-C). Robin and Foster (1989) demonstrated that the child version of the Conflict Behavior Questionnaire (CBQ-20) is a valid and reliable measure of parent-adolescent conflict from the perspective of the child. The items in the child version of the CBQ-20 were translated into Chinese by Shek, Lee, Ngai, Law, and Chan (1995). Based on the translated items, the Father- Adolescent Conflict Scale (FAC-C) and Mother-Adolescent Conflict Scale (MAC-C) were formed to assess father-adolescent and mother-adolescent con- flict, respectively. Shek et al. (1995) found that the FAC-C and MAC-C have high internal consistency and temporal stability. A higher FAC-C scale score (α = .87 at Time 1 and .89 at Time 2) or MAC-C scale score (α = .85 at Time 1 and .86 at Time 2) indicates a higher level of parent-adolescent conflict in this study. Parent version of the Father-Adolescent Conflict Scale (FAC-P) and Mother- Adolescent Conflict Scale (MAC-P). Robin and Foster (1989) demonstrated that the parent version of the Conflict Behavior Questionnaire (CBQ-20) is a valid and reli- able measure of parent-adolescent conflict from the perspective of a parent. The items in the parent version of the CBQ-20 were translated into Chinese by Shek, Lee, Ngai, Law, and Chan (1995). Based on the translated items, the Father- Adolescent Conflict Scale (FAC-P) and Mother-Adolescent Conflict Scale (MAC- P) were formed to assess father-adolescent and mother-adolescent conflict, respec- tively, with identical items in each scale. A higher FAC-P scale score (α = .88 at Time 1 and .88 at Time 2) or MAC-P scale score (α = .89 at Time 1 and .90 at Time 2) indicates a higher level of parent-adolescent conflict in this study. Instruments: Assessment of Psychological Well-Being Chinese Hopelessness Scale (HOPEL). The Hopelessness Scale was devised by Beck, Weissman, Lester, and Trexler (1974) to measure the respondent's sense of hope. The Chinese Hopelessness Scale was developed by Shek; evidence sup- porting its reliability and validity has been reported (Shek, 1993b). A higher Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Shek 57 HOPEL scale score (α = .81 at Time 1 and .82 at Time 2) indicates a lower sense of hope in this study. Satisfaction With Life Scale (LIFE). The Satisfaction With Life Scale was devel- oped by Diener, Emmons, Larsen, and Griffin (1985) to assess the respondent's own global judgment of his or her quality of life. The Chinese version of this scale was translated by Shek; adequate reliability of this scale has been reported (Shek, 1992a). A higher LIFE scale score (α .71 at Time 1 and .73 at Time 2) indi- cates a higher level of life satisfaction in this study. ===== Chinese Rosenberg Self-Esteem Scale (ESTEEM). The Rosenberg Self-Esteem Scale was designed to assess the self-esteem of high school students (Rosenberg, 1979). The Chinese Rosenberg Self-Esteem Scale was developed by Shek; acceptable reliability of this scale has been reported (Shek, 1992a). A higher ESTEEM scale score (α = .70 at Time 1 and .72 at Time 2) indicates a higher level of self-esteem in this study. Chinese Purpose in Life Questionnaire (PIL). The Purpose in Life Questionnaire was designed to assess the respondent's perceived existential meaning of life (Crumbaugh, 1968). Evidence has been accumulated on its reliability and valid- ity (Shek, 1988, 1992b). The Chinese PIL was translated by Shek (1988), who found that the Chinese PIL has good psychometric properties. A higher PIL scale score (α = .87 at Time 1 and .88 at Time 2) indicates a higher level of life pur- pose in this study. The Chinese version of the 30-item General Health Questionnaire (GHQ). The General Health Questionnaire was developed to measure current nonpsychotic disturbances (Goldberg, 1972). Chan (1985) found that the Chinese GHQ com- pared favorably with the English version at the scale level, and there is evidence that the GHQ possesses acceptable psychometric properties (Shek, 1987, 1989, 1993a). A higher GHQ scale score (α = .88 at Time 1 and .88 at Time 2) indi- cates a higher level of psychiatric symptoms in this study. Although the GHQ can be treated as an instrument assessing mental health in terms of manifested psychiatric symptoms, the other scales can be regarded as tools measuring mental health in terms of positive mental health attributes (Diener, 1984) or coping resources (Folkman, Schaefer, & Lazarus, 1979). On the basis of the existing literature, I predicted that if parent-adolescent conflict impairs psychological well-being in Chinese adolescents, a higher level of parent-adolescent conflict (higher FAC-C, MAC-C, FAC-P, or MAC-P scores) at Time 1 should be associated with poorer adolescent well-being (higher GHQ and HOPEL scores, and lower LIFE, PIL, and ESTEEM scores) at Time 2. Alter- natively, if adolescent psychological well-being intensifies parent-adolescent conflict, poorer adolescent well-being (higher GHQ and HOPEL scores, and Reproduced with permission of the copyright owner. Further reproduction prohibited without permission./nPsychology in Adolescent || 7 pages, APASee Answer
Q9:7PAGES, APA || Title: Psychology of Aging 7pages/n Bowling and Iliffe Health and Quality of Life Outcomes 2011, 9:13 http://www.hqlo.com/content/9/1/13 HEALTH AND QUALITY OF LIFE OUTCOMES RESEARCH Open Access Psychological approach to successful ageing predicts future quality of life in older adults. Ann Bowling*, Steve Iliffe² Abstract Background: Public policies aim to promote well-being, and ultimately the quality of later life. Positive perspectives of ageing are underpinned by a range of appraoches to successful ageing. This study aimed to investigate whether baseline biological, psychological and social aproaches to successful ageing predicted future QoL. Methods: Postal follow-up in 2007/8 of a national random sample of 999 people aged 65 and over in 1999/2000. Of 496 valid addresses of survivors at follow-up, the follow-up response rate was 58% (287). Measures of the different concepts of successful ageing were constructed using baseline indicators. They were assessed for their ability to independently predict quality of life at follow-up. Results: Few respondents achieved all good scores within each of the approaches to successful ageing. Each approach was associated with follow-up QoL when their scores were analysed continuously. The biomedical (health) approach failed to achieve significance when the traditional dichotomous cut-off point for successfully aged (full health), or not (less than full health), was used. In multiple regression analyses of the relative predictive ability of each approach, only the psychological approach (perceived self-efficacy and optimism) retained significance. Conclusion: Only the psychological approach to successful ageing independently predicted QoL at follow-up. Successful ageing is not only about the maintenance of health, but about maximising one's psychological resources, namely self-efficacy and resilience. Increasing use of preventive care, better medical management of morbidity, and changing lifestyles in older people may have beneficial effects on health and longevity, but may not improve their QoL. Adding years to life and life to years may require two distinct and different approaches, one physical and the other psychological. Follow-up health status, number of supporters and social activities, and self-rated active ageing also significantly predicted QoL at follow-up. The longitudinal sample bias towards healthy survivors is likely to underestimate these results. Background The current generation of ageing adults expects to age well, and to maintain their general well-being and, ulti- mately, enhance the quality of later life. Most people aged 50 and 65 and more rate themselves as ageing well, or successfully, and few rate as high their chances of becoming housebound, losing their memory or entering a nursing home [1,2]. These positive perspectives reflect a shift away from a predominantly pathological perspec- tive of later life, which exaggerated the extent to which chronic ill-health could be attributed to ageing, and * Correspondence: a.bowling@sgul.kingston.ac.uk Faculty of Health and Social Care, St George's, University of London and Kingston University, St George's, University of London, Cranmer Terrace, London SW17 ORE, UK Full list of author information is available at the end of the article BioMed Central which largely ignored the heterogeneity of the older population. A more positive view of old age sees it as a period of opportunity and well-being, with retention, or development, of the psychological resources to cope with life's challenges [3]. This coincides with world-wide pol- icy interest in the promotion of physical and mental well- being in populations, and the compression of morbidity into fewer years of later life, driven by concerns about increasing expenditure on health and social care in an ageing society. Although there is an awareness that well- being has no clearly defined opposite, and that it is more than the absence of ‘ill-being', there are no agreed defini- tions, other than that it is a ‘good thing' [4,5]. Policy guidance, including that in the UK, prefers to focus on specific aspects of well-being that are potentially amen- able to known interventions, including physical activity © 2011 Bowling and Iliffe; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Bowling and Iliffe Health and Quality of Life Outcomes 2011, 9:13 http://www.hqlo.com/content/9/1/13 Page 2 of 10 (e.g. exercise) to maintain mental and physical function- ing, hence well-being [6], rather than as a dynamic, multi-faceted state which includes more complex subjec- tive, social, and psychological dimensions. There are however exceptions to such reductionist views [7,8]. For example, NHS Scotland (2006) [8] defined the state of mental well-being broadly, encompassing subjective and psychological feelings of life satisfaction, optimism, self- esteem, mastery and feeling in control, having a purpose in life, a sense of belonging and support. This is more consistent with the long tradition of social research on general well-being, dating back to the 1950s [1]. The current, international policy focus on promotion of well-being has stimulated interest in quality of life (QoL) as an outcome indicator. QoL has long been used as an outcome measure in the evaluation of a diverse range of health and social care interventions. It is a multi-faceted, concept, encompassing macro societal and socio-demographic influences and also micro con- cerns, such as individuals' experiences, social circum- stances, health, values and perceptions [1]. As it is subjective, it needs grounding in people's own values and perceptions. Much of the focus on how to enhance the quality of later life has been on the achievement of successful age- ing, by promoting different approaches, ranging from biomedical, as in the MacArthur Studies of Successful Aging [9-11], to broader social,-psychological and lay- based approaches [3,12]. These overlap with concepts of ‘active ageing' [13]. The criteria necessary for achieving successful ageing, described in the literature, can be grouped into five approaches: biological (i.e. ‘health'), broader biological (i.e. health and social engagement), social, psychological and lay. These have have been reviewed in detail in a cross-disciplinary systematic review of successful ageing [3], and their construction for the research reported here is summarised next (the measurement scales are described later under Methods): • Biomedical (i.e. health): Comprised summing of: having diagnosed, chronic medical conditions (actual number reported); ability to perform activities of daily living (ADL) (originally no/little difficulty was originally scored <10, with the remainder scoring a range of levels of difficulty); psychiatric morbidity measured using the General Health Questionnaire- 12 (GHQ-12) (original caseness was scored as 5 or more, with no problems as 0-4). • Broader biomedical (i.e health and social engagement): Comprised summing of the above plus number of different social activities engaged in during past month (3+), as an index of social engagement. Social functioning: Comprised summing of num- ber of different social activities engaged in during past month, frequency of social contacts, number of helpers/supporters. . › Psychological resources: Comprised summing of self-efficacy score (best score was less than an origi- nal score of 11), best optimism score (of less than an original score of 6), plus GHQ-12 items on sense of purpose: playing useful part; coping: facing up to problems, overcoming difficulties; self-esteem: feels has self-confidence and has self-worth. . Lay: Comprised summing of the above (note: GHQ-12 items were counted once only given their overlap across models, to avoid singularity being vio- lated by double summing), plus gross annual income and perceived social capital [rating of area facilities (e.g. transport, closeness to shops, services), area problems (e.g. crime, vandalism, graffiti, speed and volume of traffic, air quality), somewhere nice to go for a walk, feels safe walking alone during the day or night]. Biological (or health) approaches to achieve successful ageing have been defined as the avoidance of disease and risk factors, maintenance of physical and cognitive func- tioning and active engagement with life [9]. Some biolo- gical appraoches are broader, also including numbers of different social activities engaged in during past month (i.e. health and social engagement). Current social approaches include maintenance of high levels of social activity, interaction and participation [14]; and psycholo- gical approaches emphasise psychological resources for coping with the challenges of ageing over time (e.g. per- ceived self-efficacy, control over life, ability to compen- sate for declining abilities [15,16]. While biological approaches have been the most often investigated [3], broader approaches, including psycho-social factors accord more closely with lay views of successful ageing [2] that include income and environmental quality and safety. In cross-sectional analyses such broader biological approaches are also associated with people's self-rated quality of life [12]. These have been reviewed in depth by Bowling [3]. In earlier work on alternate criteria of successful ageing, we reported that broader approaches predicted self-rated QoL more powerfully than unidimensional approaches, and should be used to evaluate the outcomes of health promotion interventions in the older population [12]. This paper investigates the predictive ability of these different biological, psychological and social approaches of success- ful ageing on QoL over time, using a national random sample of people aged 65 and over who were followed up 7-8 years later. Bowling and Iliffe Health and Quality of Life Outcomes 2011, 9:13 http://www.hqlo.com/content/9/1/13 Page 3 of 10 Methods A postal follow-up survey of community-dwelling people aged 65 and over who had responded to four face-to- face interview surveys about QoL during 1999/2000. The sample was derived from four quarterly Office for National Statistics Omnibus Surveys during 2000-1, sampled quarterly from a small user postcode sampling frame across Britain, with geographic and socio-eco- nomic stratification. Omnibus Survey respondents aged 65 and over were asked whether they would be willing to be re-inter- viewed by ONS interviewers for our module on QoL. Those who consented were re-interviewed two months later. Of the sample of 1,299 eligible respondents sifted by Omnibus Survey staff, the overall response rate was 77% (999), 19% refused and 4% were not contactable. The characteristics of the baseline sample were broadly representative of people aged 65 and over living at home in Britain and have been reported in detail [1]. After removing the addresses of non-survivors identified from flagging checks at NHS Central Registry), survivors aged 65 and over at baseline were mailed a further postal questionnaire in 2007-8 (n- 553), containing measures of QoL, active ageing, health, psych-social and economic circumstances. Of these 553 mailings, relatives replied and informed us that a further five sample members had died, and the Royal Mail returned a further 52 envelopes (9% of the 553 mailings) as ‘person not at/unknown at that address. Apart from sample flagging at ONS Central Reg- istry, although there will be a time lag before revisions are received, logged and released, all baseline respondents were also given a Freepost card on which to notify us of changes of address. As the follow-up study was postal, there was no opportunity for interviewers to approach neighbours for information about moves. A total of 287 completed questionnaires were returned by respondents. The raw response rate at final follow-up, then, was 287 out of 553 mailed: 52%. The response was 52% if deaths were removed from the denominator (302/ 553 minus 5 deaths = 287/548). The valid response rate of 287 questionnaires returned out of 496 valid addresses (removing both 5 deaths and 52 untraced respondents from the denominator = base=496) was 58%. Sample attrition is inevitable in longitudinal surveys of older adults, where the most vulnerable and ill members of the sample will have died, leaving the healthiest sam- ple members. The follow-up sample was, by definition, a sample of survivors. As the main source of non-response was death, baseline characteristics of survivors and deceased sample members by follow-up were compared. These confirmed the expectation that the deceased respondents were more likely than survivors to be older, male, and less likely to rate their health optimally. For = example, of those who died by follow-up: 58% (133) were in the oldest age group 75+, compared with 37% (283) of survivors (Chi-square:55.260, 3df, p 0.001); 58% (132) were male, compared with 45% (343) of survi- vors (Chi-square: 12.139, 1df, p = 0.001); and 59% (135) had rated their health at baseline as 'Excellent/Very good', compared with 77% (590) of survivors (Chi- square: 29.338, 1df, p = 0.001). Hence, the results pre- sented here need to be interpreted with caution, given the healthier survivor bias. The sample (287) was initially weighted by ONS to correct for the unequal probability of small households (in which people aged 65 and over usually live) being included in the sample and this increased the effective sample size to n = 302. The baseline study was granted ethical committee consent by London MREC and ONS Omnibus ethics committee; the follow-up study was granted ethnical committee consent to proceed by University College London Research Ethics Committee, and registered with UCL Clinical Governance. Measures QoL was the dependent variable, measured using the fol- low-up QoL measure: the Older People's Quality of Life Questionnaire (OPQOL). The OPQOL was designed to be multi-dimensional, and was developed directly from older people's views on the main components of QoL [1,17]. It had 32 items with 5-point Likert scales ('Strongly Agree' to 'Strongly Disagree'), representing: life overall (4 items), health (4 items), social relationships and participation (7 items), independence, control over life, freedom (5 items), area: home and neighbourhood (4 items), psychological and emotional well-being (4 items), financial circum- stances (4 items). Items are scored with higher scores equalling higher QoL; the scale ranges from 32 to 160; cut off points indicate levels of quality of life [17]. The OPQOL had good psychometric properties when tested on independent population and ethnically diverse sample surveys in Britain; it had better reliability and validity over- all than other QoL instruments [17]. Cronbach's alphas for the OPQOL was a 0.901, and thus satisfied the a: 0.70 < 0.90 threshold for internal consistency: a: 0.901 [17]. The variables selected for the construction of the alter- nate approaches to successful ageing (see Box 1) were dichotomised into 'good' and 'not good' scores. The number of good scores for each item included (see below) was used to represent successful ageing for the different approaches. Both numbers of good scores within each approach, as well as traditional cut-off points (achieving all or mostly good scores for the indicators included within an approach [9]) were analysed. The bio- medical approach was thus a sum of positive responses, Bowling and Iliffe Health and Quality of Life Outcomes 2011, 9:13 http://www.hqlo.com/content/9/1/13 Page 4 of 10 indicating no problems to physical and psychological health variables (diagnosed, chronic medical conditions, activities of daily living, no psychological morbidity using the General Health Questionnaire-12 [18]). The social functioning approach comprised summing of: number of different social activities engaged in during past month, frequency of social contacts, and number of helpers and supporters. The psychological resources approach involved summing of positive self-efficacy score, best optimism score, and positive responses to General Health Questionnaire-12 (GHQ-12) [18] items measuring sense of purpose, coping, self-confidence and self-worth (these items were removed when the biological, social and psy- chological approaches were entered together in a multi- variate analyses to examine their independent predictive ability). In addition to the GHQ-12 [18], the psycho- social variables above were measured with validated scales of social support [19], perceived neighbourhood environment [20], self-efficacy [21], optimism-pessimism [22], and items measuring social activities, loneliness, life expectations, risk perceptions, and social comparisons. Physical health and functioning was measured with Townsend's [23] physical functioning [activities of daily living (ADL)] scale; self-rated health; and diagnosed med- ical conditions. Standard socio-demographic and eco- nomic items were also included in the questionnaire. These included age, sex, socio-economic status (NS- SEC), housing tenure, gross annual income, age left full- time education, highest education qualification, house- hold size, and marital status. Indicators of successful age- ing were selected after examination of the literature [3,12]. Statistical analysis The OPQOL was selected on the basis of its multi- dimensionality as the outcome indicator against which to test the independent predictive ability of the approaches to successful ageing. The OPQOL was developed from open-ended responses to questions about quality of life at baseline, and tested in the follow-up survey. Thus there was thus no baseline multidimensional measure of OPQOL. Item non-response was minimal at baseline. The range of baseline item-non-response was16-21 out of the 999 respondents. This was due to the baseline study being a face-to-face interview survey, conducted by trained interviewers from the office of National Statistics (and whose training emphasised the importance of item response). The follow-up item response was less good as the mode was self-completion (postal). The range of fol- low-up item non-response was 55-58 out of the 302 weighted sample (287 raw sample size) Univariate analyses included frequency distributions, Spearman's rho correlations, means, and chi-square tests. The Spearman rank correlation coefficient is calculated on occasions when it is not possible to give actual values to variables, but only to assign a rank order to instances of each variable. Sex was coded in rank order (0,1) it was therefore legitimate to use this method. Linear multiple regression analysis was used for model comparison in relation to quality of life outcomes (after checks for multicollinearity). The ability of theoretically relevant variables to independently predict successful ageing classifications was tested. There are inconsistent associations in the literature between socio-demographic variables and indicators of well-being, including quality of life, and these were included last (to control for their effects) [1]. A hierarchical approach was used, with entry of independent variables in theoretical order of importance. The level for statistical significance was set at 0.05. Item non-response was small, although cumulative. The scales and items included in the baseline measures of successful ageing, were conceptually distinct from the lay-based 'OPQOL' at follow-up. They did not over-cor- relate by more than 0.60, and satisfied criteria for multi- collinearity. For example, the baseline measures were more objective indicators (e.g. number of chronic condi- tions to number of social contacts). In contrast, the fol- low-up OPQOL was subjective and contained evaluative items (e.g. feelings of needing (more) companionship). The multiple regression analysis was limited to testing the biomedical (i.e. health), social and psychological approaches, as independent predictors of quality of life, as they overlapped in content with the broader biomedi- cal (i.e. health and social engagement) and the multidis- ciplinary lay approaches. Results Characteristics of sample The baseline sample was evenly divided between men and women, just under two thirds, were aged 65 < 74, and the remainder were aged 75 and over; most were married although over a quarter were widowed; and a third lived alone; Less than half had an income of £7,280 or more. The vast majority of respondents were white, as would be expected in a national sample of people aged 65 and over [1]. At follow-up, 17% (47) of the sample were aged 65 < 75; the remainder were all aged 75 and over. Over half of the sample comprised women (54%, 152). In addition, 49% (138) were married or cohabiting compared with being single or widowed; 49% (137) lived alone, rather than with others, and 85% (239) were owner-occupiers. Quality of life OPQOL scores at follow-up were slightly positively skewed: 7% (17) scored as QoL as bad as can be (<11) and 12% (29) scored at the most optimum QoL end of Bowling and Iliffe Health and Quality of Life Outcomes 2011, 9:13 http://www.hqlo.com/content/9/1/13 Page 5 of 10 the scale (140+). The mean OPQOL score was 121.385; standard deviation 14.048 (scale range 32-160, with higher scores equating with better QoL). The QoL sub- scales on which respondents scored most positively were home and neighbourhood, followed by psychologi- cal well-being and outlook (36% (106) and 30% (87) respectively scored ‘QoL as good as can be'). The areas that they scored worst on were health and functioning and financial circumstances (21% (58) and 15% (45) respectively scored ‘QoL as bad as can be'). This may be expected with the decline in health and financial reserves that often These areas accompany older age. also had the lowest mean sub-scale scores. There were no significant differences in mean score or subscale scores and age or sex of respondents. Successful ageing Approaches to conceptualising successful ageing are tra- ditionally constructed with dichotomous cut-off points (successfully aged, or not), with the requirement that, to be categorised as successfully aged, individuals should have met the criteria for successful ageing on each Table 1 Baseline successful ageing+ by follow-up OPQOL++ Successful ageing+++: indicator included [9]. For this study, as stated earlier, both numbers of good scores within each approach, as well as traditional, dichotomous cut-off points indicating success were analysed. At both baseline and follow-up, the sample distributions were skewed positively towards people achieving higher numbers of good scores within all except the lay approach to successful ageing (which had a normal distribution). However, few achieved all good scores within each approach, indicating that tradi- tional approaches are unrealistic as they exclude most people. Table 1 shows the associations between baseline approaches to successful ageing, using traditional cut- offs for success (all or mostly good scores on each indi- cator in the approach), and follow-up OPQOL. The smaller numbers in the successfully aged groups are shown. Only the narrow biomedical (health) approach failed to achieve statistical significance at the 0.05 level with OPQOL categories. Continuous scores for the measures of successful age- ing were also analysed in relation to OPQOL scores. All approaches were then significantly associated with OPQOL: Quality of life is: So bad could not be worse scores <99 Middle scores 100-119 So good could not be better scores 120+ % (n) % (n) % (n) Successful ageing biomedical (health) Not successfully aged 81 (13) 70 (64) 60 (75)ns Successfully aged on all 3/3 indicators 19 (3) 30 (27) 40 (50) Successful ageing broader biomedical (health and social engagement) Not successfully aged 88 (14) 73 (66) 62 (77)* Successfully aged on all 4/4 indicators 13 (2) 28 (25) 38 (48) Successful ageing psychological Not successfully aged 100 (16) 85 (78) 72 (90)** Successfully aged on all 7/7 indicators 15 (14) 28 (35) Successful ageing social Not successfully aged 81 (13) 57 (53) 38 (47)*** Successfully aged on all 3/3 indicators 19 (3) 43 (40) 62 (78) Successful ageing lay Not successfully aged (<10) 100 (13) 81 (70) 50 (61)*** Successfully aged on 10-13 indicators No. of responders 13-14 19 (16) 91-93 50 (60) 125 NS not statistically significant using Chi-square tests at least at 0.050; * p < 0.05; ** p < 0.01; *** p < 0.001; Caution in interpretation is required where there are less then 5 counts per cell. +Recoded baseline scores; ++OPQOL scores grouped at follow-up. +++ Biomedical (health): sum of (1 problem, 0 no problem) no diagnosed, chronic medical conditions, no problems with activities of daily living, no psychiatric morbidity (GHQ-12 with 5+ cut-off); broader biomedical model (health and social engagement): sum of: the above plus number of different social activities engaged in during past month (3+), as an index of social engagement; social functioning model: sum number of different social activities engaged in during past month (as above 3+), frequency of social contacts score (1-8), helped/supported in all 5 areas of life asked about.; psychological resources model: sum of self-efficacy score (best <11), best optimism score (<6), plus best ratings on single GHQ items (3, 6, 8, 10, 11) on: sense of purpose: playing useful part; coping: facing up to problems, overcoming difficulties; self-esteem: feels has self-confidence, has self-worth. Lay model: sum of all the above (note: duplicated items between above models counted once) plus gross annual income (>£7280), and optimal perceived social capital scores (ratings of area facilities, e.g. transport, closeness to shops, services, area problems, e.g. crime, vandalism, graffiti, speed and volume of traffic, air quality, somewhere nice to go for a walk, feels safe walking alone during the day or night).See Answer
Q10:Paper Option #1 Nature/Nurture Developmental science focuses on the various contributions to development, and whether they lean toward the genetic side of things (nature) or environmental (nurture). Choose from one of the following topics discussed in the modules: child obesity For this paper, review the module material on your specific topic. Then, write a paper describing in detail the "nature" (primarily genetic, inherited) contributions to this condition as well as the "nurture" contributions. You will need to conduct Internet research and cite the sources to obtain additional information on your topic. For example, explaining the inherited reasons for a child to be obese will require that you visit, read, summarize, and cite medical sites on the Internet. It is crucial that you rephrase material in your own words and cite it or put phrases from the sources in quotation marks and cite them. No more than a few sentences should be directly quoted in order for you to receive credit for writing this paper (in other words, no credit is given for a paper that is a string of other people's quotes). As a general rule of thumb, at least 1.5 pages should focus on "nature" contributions to the issue at hand and at least 1.5 pages should focus on "nurture" contributions. Your research must include at least four journal articles or books. Websites can be very helpful and informative, but your final paper must include full, published research articles or books on the topic. Sources should be reputable and consistent with what you learned in the module as well as other sources. Google Scholar and PDF articles from the Internet can be helpful resources. Make sure you use good search terms when trying to find articles. You may want to start broad (for example, "bystander effect"), and then narrow to your particular area. This paper requirement means that you need to include at least two primary sources in your paper, articles from the Internet can be included, but they would be in addition to the two minimum primary sources. Primary sources are firsthand accounts; thus, they involve the author writing about his or her own work. It is recommended that you spend at least a page and a half discussing "nature" for this topic and a page and at least a half discussing "nurture." Finally, conclude the paper by indicating which side (nature, nurture) gives the strongest contribution to this condition or whether they are both needed. For example, for child obesity, is genetics alone a sufficient cause for a child to be obese, or are poor eating habits necessary along with a genetic predisposition? The paper should follow the following format:See Answer
Q11: What are the pro's and con's of spanking children? What other alternatives are there? Does spanking work to improve a child's behaviour? Does reinforcement work better than punishment? You need to refer to this youtube video given in the link below https://m.youtube.com/watch?v=jWdkOjnhXq8&feature=youtu.beSee Answer
Q12:Module #1 Discussion On pages eight to twelve, your textbook introduces a list of "Contemporary Concerns." Building upon, and citing explicitly, a topic introduced in chapter one of your textbook, discuss a way in which you think the psychology of human development is relevant to issues of the contemporary world? Throughout the semester, students are expected to consult the grading rubric. It is accessed by clicking on the handle in the box in the upper right hand corner. Meeting the criteria specified for each comment will improve your grade and ensure success in the course.See Answer
Q13:3. Explain and give examples from your own life of key components of Vygotsky's work: the zone of proximal development, scaffolding, and private speech. Examples could be in a child that you know, or yourself.See Answer
Q14:2. Explain the concepts of attention, orientating response, and habituation in terms of an infant adjusting to a new pet. Then give an example of habituation in your own life.See Answer
Q15:1. Describe two characteristics of the sensorimotor stage, and two aspects of the preoperational stage, according to Piaget' model. Then share an example from your life where you've seen at least one of these characteristics "live".See Answer
Q16:1 Can you tell us a little bit about your background and how you have spent your life up until now? 2 How do you feel about getting older and reaching the age of 60? 3 Have you noticed any changes in the way society treats or perceives older individuals, including yourself? 4 What do you believe are some common misconceptions or stereotypes about aging? 5 How do you maintain your physical and mental health as you age? 6 How do you stay engaged and active in your community and society? 7 Have you ever felt discriminated against or treated unfairly because of your age? 8 How do you think society could improve its attitudes and treatment towards older adults? 9 How do you envision your future, both in terms of your personal goals and how you see yourself fitting into society? 10 How do you maintain relationships and connections with loved ones and friends as you age? 11 How do you think the aging population will change in the future? 12 How do you think the aging population will change society? 13 What challenges have you faced as you’ve aged? 14 How have you overcome any age-related challenges? 15 How do you continue to learn and grow as a person as you age? See Answer
Q17:Describe the research or theory that best explains Jamie’s behavior. Explain your response. See Answer
Q18:Explain why it is important to consider the physical, cognitive, and psychosocial factors in combination (versus separately) throughout the life span when evaluating an individual’s well-being.See Answer
Q19:Evaluate the sociocultural factors that could contribute to Jamie’s maladaptive behavior.See Answer
Q20:Identify factors that could have influenced Jamie’s psychosocial well-being during the early and middle childhood stages of development. See Answer

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