0_Wizard
I have three children, I am promoting them for adulthood.
Parenting or child rearing is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood.
chosen_Parenting_0
Parenting
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Emerging adulthood and early adulthood
Emerging adulthood is a phase of the life span between adolescence and full-fledged adulthood which encompasses late adolescence and early adulthood, proposed by Jeffrey Arnett in a 2000 article in the "American Psychologist". It primarily describes people living in developed countries, but it is also experienced by young people in urban wealthy families in the Global South. The term describes young adults who do not have children, do not live in their own home, or do not have sufficient income to become fully independent. Arnett suggests emerging adulthood is the distinct period between 18 and 25 years of age where adolescents become more independent and explore various life possibilities.
Stage-crisis view
The stage-crisis view is a theory of adult development that was established by Daniel Levinson. Although largely influenced by the work of Erik Erikson, Levinson sought to create a broader theory that would encompass all aspects of adult development as opposed to just the psychosocial. This theory is characterized by both definitive eras as well as transition phases, whose purpose is to facilitate a smooth transition out of one era and into the next. According to his theory, various developmental tasks must be mastered as one progresses through each era; pre-adulthood, early adulthood, middle adulthood, and late adulthood.
Adolescence
Adolescence () is a transitional stage of physical and psychological development that generally occurs during the period from puberty to legal adulthood (age of majority). Adolescence is usually associated with the teenage years, but its physical, psychological or cultural expressions may begin earlier and end later. For example, puberty now typically begins during preadolescence, particularly in females. Physical growth (particularly in males), and cognitive development can extend into the early twenties. Thus age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence.
Developmental psychology
Developmental psychology is the scientific study of how and why human beings change over the course of their life. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling and behaviour change throughout life. This field examines change across three major dimensions: physical development, cognitive development, and socioemotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept and identity formation.
Adult development
Adult development encompasses the changes that occur in biological and psychological domains of human life from the end of adolescence until the end of one's life. These changes may be gradual or rapid, and can reflect positive, negative, or no change from previous levels of functioning. Changes occur at the cellular level and are partially explained by biological theories of adult development and aging. Biological changes influence psychological and interpersonal/social developmental changes, which are often described by stage theories of human development. Stage theories typically focus on “age-appropriate” developmental tasks to be achieved at each stage.
Young adult (psychology)
A young adult is generally a person in ranging in age from their late teens or early twenties to their thirties, although definitions and opinions, such as Erik Erikson's stages of human development, vary. The young adult stage in human development precedes middle adulthood. A person in the middle adulthood stage ages from 40 (or 41) to 64. In old age, a person is 65 years old or older. For a variety of reasons, timeliness on young adulthood cannot be exactly defined—producing different results according to the different mix of overlapping indices (legal, maturational, occupational, sexual, emotional and the like) employed, or on whether 'a "developmental perspective"... [or] the "socialization perspective" is taken.
Well-being contributing factors
Well-being is a much-studied topic in psychology, especially positive psychology. Related concepts are eudaimonia, happiness, flourishing, quality of life, contentment, and meaningful life. Central theories are Diener's tripartite model of subjective well-being, Ryff's Six-factor Model of Psychological Well-being, Corey Keyes' work on flourishing, and Seligmann's contributions to positive psychology and his theories on "authentic happiness" and P.E.R.M.A. Positive psychology is concerned with eudaimonia, "the good life" or flourishing, living according to what holds the greatest value in life – the factors that contribute the most to a well-lived and fulfilling life.
1_Apprentice
That is really amazing. What is your favorite part of raising children?
0_Wizard
I enjoy supporting the emotional development in my kids.
Parenting or child rearing is the process of promoting and supporting the physical, emotional, social, and intellectual development of a child from infancy to adulthood.
chosen_Parenting_0
Parenting
chosen_topic_0_Parenting
Tina Malti
Tina Malti is a German Palestinian developmental and clinical psychologist. She is a full Professor of Psychology at the University of Toronto, where she is cross-appointed as a Professor in the Division of Child and Youth Mental Health at the Department of Psychiatry. She is also a registered clinical psychologist in Ontario (Canada) and Zug (Switzerland). Malti is known for her research on the affective bases of aggression and prosocial behavior in children, as well as the development and testing of socio-emotional interventions for reducing exposure to violence and promoting mental health in children facing multiple forms of adversity.
Constructive developmental framework
The constructive developmental framework (CDF) is a theoretical framework for psychological assessment. The framework is based on empirical developmental research showing that an individual's perception of reality is an actively constructed "world of their own", unique to them and which they continue to develop over their lifespan. The CDF methodology involves three separate instruments that respectively measure a person's social–emotional stage, cognitive level of development, and psychological profile. It provides three epistemological perspectives on individual clients as well as teams. Psychological assessment based on CDF measures three essential aspects of a person: social–emotional development (ED), cognitive development (CD) and personality profile (NP), the latter describing a person's likely behaviour in terms of their psychological 'needs' and 'press' – the environmental forces that they perceive acting on them (concepts developed by the psychologist Henry Murray).
Developmental psychology
Developmental psychology is the scientific study of how and why human beings change over the course of their life. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling and behaviour change throughout life. This field examines change across three major dimensions: physical development, cognitive development, and socioemotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept and identity formation.
Child development
Child development entails the biological, psychological and emotional changes that occur in human beings between birth and the end of adolescence, as the individual progresses from dependency to increasing autonomy. It is a continuous process with a predictable sequence, yet having a unique course for every child. It does not progress at the same rate and each stage is affected by the preceding developmental experiences. Because these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the study of child development.
Child neglect
Child neglect is a form of child abuse, and is a deficit in meeting a child's basic needs, including the failure to provide adequate health care, supervision, clothing, nutrition, housing as well as their physical, emotional, social, educational and safety needs. Society generally believes there are necessary behaviors a caregiver must provide in order for a child to develop physically, socially, and emotionally. Causes of neglect may result from several parenting problems including mental disorders, substance abuse, domestic violence, unemployment, unplanned pregnancy, and poverty. Child neglect depends on how a child and society perceives the parents’ behavior; it is not how parents believe they are behaving towards their child.
Maternal deprivation
The term maternal deprivation is a catch-phrase summarising the early work of psychiatrist and psychoanalyst, John Bowlby on the effects of separating infants and young children from their mother (or mother substitute) although the effect of loss of the mother on the developing child had been considered earlier by Freud and other theorists. Bowlby's work on delinquent and affectionless children and the effects of hospital and institutional care led to his being commissioned to write the World Health Organisation's report on the mental health of homeless children in post-war Europe whilst he was head of the Department for Children and Parents at the Tavistock Clinic in London after World War II.
Empathy
Empathy is the capacity to understand or feel what another person is experiencing from within the other person's frame of reference, i.e., the capacity to place oneself in another's position. There are many definitions for empathy that encompass a broad range of emotional states. Types of empathy include cognitive empathy, emotional empathy, and empathy. The English word "empathy" is derived from the Ancient Greek word εμπάθεια ("empatheia", meaning "physical affection or passion"). This, in turn, comes from εν ("en", "in, at") and πάθος ("pathos", "passion" or "suffering"). The term was adapted by Hermann Lotze and Robert Vischer to create the German word "Einfühlung" ("feeling into"), which was translated by Edward B. Titchener into the English term empathy.