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Kartei Details
| Karten | 360 |
|---|---|
| Sprache | Deutsch |
| Kategorie | Psychologie |
| Stufe | Grundschule |
| Erstellt / Aktualisiert | 02.01.2013 / 26.07.2022 |
| Weblink |
https://card2brain.ch/box/entwicklungspsychologie2
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| Einbinden |
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5. Successful aging
- important factors
- emphasis (Betonung) on the positive aspects of aging
1. Defining death and life/death issues
- classical definition of death:
- no breathing,
- no blood pressure,
- rigidity of the body
1. Defining death and life/death issues
- brain death
brain death = no electrical activity in brain for a specified period
- lower brain regions die later (thus heartbeat and respiration still possible)
1. Defining death and life/death issues
- decisions about death
- signing of living will (Patientenverfügung)
- legal questions of when to stop life-sustaining procedures (lebenserhaltende Maßnahmen)
- medical diagnosis of „terminally ill“
1. Defining death and life/death issues
- euthanasia (Sterbehilfe)
- passive (withholding available treatment)
- active (deliberate introduction of death, e.g. by delivering drugs)
1. Defining death and life/death issues
- need for better care for dying persons
- hospice and palliative care (Hospiz, Palliativpflege)
2. Death and sociohistorical contexts
- historically changed features
- relatively fewer deaths of children and younger parents, and less often at home
- most die in older age and at institutions (hospitals, nursing homes, hospice etc.)
2. Death and sociohistorical contexts
- large culture variations
- specific beliefs about death (e.g., life after death, reincarnation)
- specific rituals associated with death
- Western cultures mostly death avoiders and deniers (Vermeider und Leugner)
3. Facing one’s own death
- Kübler-Ross’ (1969) stages of dying
1. denial and isolation („No, it can’t be.“) 2. anger („Why me?“) 3. bargaining („What can I do?“) 4. depression („Let me alone.“)
- necessary stage to disconnect oneself from loved ones
- need to contemplate abouth one’s death (and life)
5. acceptance („Let it be.“)
- finding a sense of peace (end of the dying struggle)
3. Facing one’s own death
- general
evaluation: no empirical evidence available (Kastenbaum, 2007)
- with age decreasing fear of death
- perceived control as coping strategy (and prolonging life)
- denial can be both adaptive and maladaptive
4. Coping with the death of someone else 4.1 Communicating with a dying person
- consequences of open awareness of dying for oneself and others
- chance to close life according to own ideas
- chance to complete plans and projects (open matters)
- make decisions about funeral and burying
- chance for life review, alone and with others
- better understanding of dying process
- effective communication strategies
4. Coping with the death of someone else
4.2 Grieving
- grief as a complex emotional reaction to the loss of someone close
- pining or yearning (sehnsüchtig sein)
- separation anxiety (Trennungsangst)
- despair and sadness (Verzweiflung und Traurigkeit), hopelessness, apathy
4. Coping with the death of someone else
4.2 Grieving
- no clear stages, more ups-and-downs
- about 80-90% of survivors return to normal grief after about six months
4. Coping with the death of someone else
4.2 Grieving
- remaining 10-20% develop „complicated grief“
- difficulty to return to normal life
- strong depressive symptoms
- negative consequences for physical and mental health
- therapeutic interventions helpful
coping depends on type of death (sudden vs. forseeable)!
4. Coping with the death of someone else
4.2 Grieving
- Finding a new sense
- need for adjusting to personal, social, financial consequences
- importance of social support
development
- the pattern of movement or changes that starts at conception and continues through the human life.
life-span perspective (Baltes, 1987, 2003)
- development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual
- development involves growth, maintenance, and regulation
- development is co-constructed through biological, sociocultural, and individual factors
maximum lifespan vs. life expectancy (Lebenserwartung)
- Ein Mensch kann maximal 122 Jahre alt werden
- Die Lebenserwartung ist im Laufe der Jahre gestiegen, heute liegt sie in den USA bei 78 Jahren.
context
= historical, economic, social, and cultural factors
- normative age-graded influences
- normative history-graded influences
- non-normative life events
Some contemporary (zeitgenössiche) concerns
• health and well-being (Gesundheit) • parenting and education (Elternschaft und Erziehung) • sociocultural contexts and diversity • social policy (Sozialpolitik)
The nature of development
2.1 Biological, cognitive, and socioemotional processes
• biological (e.g., brain growth, motor skills, puberty) • cognitive (e.g., language, intelligence, problem solving) • socioemotional (e.g., social relations, emotions, personality)
The nature of development
2.2 Periods of development
developmental period
= time frame that is characterized by a certain feature
The nature of development
2.2 Periods of development
typically used age ranges
1. prenatal period (conception [Empfängnis] to birth, 9 months) 2. infancy (birth to 18-24 months; Babys, Kleinkinder) 3. early childhood (2 to 5-6 years; Vorschulkinder) 4. middle and late childhood (6 to 11 years; Schulkinder) 5. adolescence (10-12 to 18-22 years; Jugendliche) 6. early adulthood (ca. 20 to 40 years) 7. middle adulthood (ca. 40 to 60 years)
The nature of development
2.2 Periods of development
conceptions of age
- chronological vs. biological (health), psychological (adaptive capacities) and social age
The nature of development
2.3 Developmental Issues
• nature-nurture debate (Natur-Umwelt-Debatte)
• nature-nurture debate (Natur-Umwelt-Debatte) – importance of mutual (wechselseitige) dependencies
The nature of development
2.3 Developmental Issues
stability and change
- possibly shifting in the course of the lifespan
The nature of development
2.3 Developmental Issues
continuity and discontinuity
- gradual changes vs. stepwise development
3. Theories of development
3.1 Psychoanalytic theories
A. Sigmund Freud’s (1856-1939) theory
main assumptions:
- origin of problems in early experiences
- primary role of sexuality
- importance of unconscious processes [1.13]
- types of conflict resolution
+ 5 psychosexual stages of development
Theories of Development
1) Psychoanalytic Theories
- Freud
- Erik Eriksons psychosocial theory
2) Cognitive Theories
- Jean Piagets cognitive developmental theory
- Vygotskis sociocultural cognitive theory
- the information processing theory
3) Behavioral and social cognitive theories
- Burrhus Skinner’s (1904-1990) operant conditioning (behaviorism)
- Albert Bandura’s (1925- ) social cognitive theory
4) Ethological theories
- Konrad Lorenz (1903-1989)
- John Bowlby (1907-1990)
- Evolutionary psychology
5) Ecological theory
- Urie Bronfenbrenner (1917-2005)
3. Theories of development
3.1 Psychoanalytic theories
Erik Erikson’s (1902-1994) psychosocial theory
- lifespan perspective of development
- 8 stages with unique developmental tasks (crisis) to be solved
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