International Classification of Functioning and Disability

Developed to have a common language for information sharing and policy planning internationally by describing all aspects of human function and abilities.

2 Dimensions of Functioning

• Body Structure and Function
• Activities and Participation =

Contextual Factors- Personal and Environmental

5 Major Domains of Human Development

1. Biophysical- physical functioning
2. Cognitive- language, decision making, interpretations
3. Affective- internal responses to events, emotions.
4. Social- external responses to events, social identities.
5. Spiritual- soul life source & survival instincts, meaning of life, love and be loved.

Sigmund Freud

(Affective Domain)

Major theorist that delt with the development of personality.

Human mental processes

• Id- basic instincts
• Ego- logical thought
• Superego- concience awareness of right and wrong.

Psychosexual stages- oral, anal, phallic, & latency.

Carl Jung

&

 Adler

(Affective)

Jung- emphasized religion and ethics

Adler emphasized social rather than biological factors to explain human motivation.

Erik Erikson

( Affective)

Neo-freudian, but did not follow Freud's strict biological view of development, but acknowledged the sociocultural influences.

Believed development was a series of conflicts or crises that should be resolved that could be delt with in a +positive or - negative mode.

Was original in the beliefe that development occured across a lifespan.

The infant must form a loving trusting relationship.

1

The child is motivated toward the deveopment of functional movement.

2

The child is motivated by social challenges, becoming more confident.

3

The child is faced with peer comparisons and demands for new skills.

4

There is pressure to develop intimate relationships in friendships and romances.

5

The individual is motivated to achieve a sense of identity in adult occupational roles.

6

The individual is motivated toward the development of satisfaction in chosen occupational roles.

7

The individual is motivated to seek a sense of fulfillment and life satisfaction.

8

Hierarchy of Needs

1. Physiologic/ Health Needs (Base)
2. Emotional/ Personal Needs
3. Participation & Extrapersonal Needs
4. Life Satisfaction and Esteem (top)

Believed a person acts according to the priority of needs at a given point in time.

Lawrence Kohlberg

(Affective)

Concerned with development of morality and social consciousness.

3 levels of moral thinking:

Preconventional- motivated by rewards and punishment.

Conventional- Pleasing others as good members of society.

Postconventional- Follows laws because they are based on universal ethical principals. Laws that are violated are ignored.

Chess and Thomas

(Affective)

Developed a classification system for temperament based 9 dimentions of response.

1. Activity level- motor activity
2. Rhythmicity- predictability or unpredict of biologic functions
3. Approach/ withdrawal- individual's response to new stimulus or new environ.
4. Adaptability- overall response to new or altered situations.
5. Sensory Threshold-level of stimuli needed to evoke a response
6. Quality of Mood- relative portions of positive and negative mood behavior.
7. Intensity of Reactions- the energy level of a person's response.
8. Distractibility- the degree to which outside stimuli interfere with ongoing behavior.
9. Persistence- the continuation of an activity in the fase of obstacles.
10. Attention- the length of time an activity is pursued without interuption.

Bowlby & Ainsworth

(Affective)

Bowlby- believed family experiences were relative to family well being.

Ainsworth and Bowlby- describe 3 levels of attachment.

• Secure - mother is "home base"
• Avoidant-do not seek initial proximity to her and avoid when she returns.
• Ambivalent-decrease exploration, distressed when she leaves, when mother returns child alternates betweeen desire to be comforted and aggressive behavior.

Jean Piaget

(Cognitive)

Focused on how people come to know what they know. A hierarchical theorist;

Sensorimotor (0-2): Object permanence

Preoperational (2-7) : Egocentrism- inability to take another person's view point. Centration-can focus on one aspect at a time. Ex: container sizes

Concrete Operations 7-12: Where child can grasp reversability, thus can do math.

Formal Operations 12& up: Abstract representations, hypothetical deductive reasoning. Not all get to this stage perhaps because of cultural differences that do not require such thought processes.

Robbie Case

(Cognitive)

Believed in communal support for the child.

Zone of Proximal Development(ZDP)- comprehend a fact or perform a task with minimal support from others in order to complete task successfully

- scaffolding

Believed in 2 fundumental psychologies

Social

Biological

Believed development was determined by education. Believed in creating life long learners.

Noam Chomsky

(Cognitive)

Gestalt

(Cognitive)

Perception- gather information through sensation, memory, anticipation based on previous experience, to give meaning to sensory information.

It is a psychological form that represents the world but is not identical to it.

Figure-ground perception- that is the ability to pick out key points of a stimulus from the background.

Gordon Bower

(Cognitive)

Worked on memory-inhancing devices like mnemonics.

• Loci-mentally putting a physical location or a place to the stimulous.
• Pegword
• Paying careful attention and inventing elaborate material to be associated with whatever is trying to be remembered.

Gesell

(Psychomotor Domain)

Published large scale norms of child behavior and development. Gesell Schedules formed a bases for numerous developmental assessments.

Summary of the trends in Developmental Milestones

1. Development proceeds in a cephalocaudal direction. Infant gains control of head, shoulder, & eventually the head.
2. Proximal to Distal- Infant gains control of shoulders and hips before hands and feet.
3. Medial to Lateral
4. Development proceeds against gravity

McGraw

(Psychomotor)

A "maturationalist"

Believed the envioronment had a large role in the development of motor skills.

Did Jonny and Jimmy experiment where she introduced more physicly active toys to one child's environment than the other.

Introduced "critical period" where a child could be more receptive to learning certain behaviors.

Continuous Multi-Domain: Behaviorism

Ivan Pavlov

&

B.F Skinner

Pavlov- classical conditioning; dog salivating...

Skinner- operant conditioning, rlied almost entirely on the study of responses.

Added the concept of reinforcement.

Believed behavior was elicited in response to a determined stimulus.

Punishment is an ineffective method of behavior control, because it only temporary illiminates  the response.

Stimulus: you clean up the kitchen

Response: Roomate gives you a brownie

Outcome: You clean up kitchen more often.

Brofenbrenner

Microsystems

Brofenbrenner

Mesosystem

Brofenbrenner

Exosystem

Brofenbrenner

Macrosystems

Brofenbrenner

Chronosystems

General systems theory- emphasizes the relation of parts; a web of relationship among elements; not hierarchical as applied to human development.

Domains:

• Individual
• Family environment
• Contexts: social, economical, culture