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HDFS 201 class 4 notes

by: Nicole Lee

HDFS 201 class 4 notes HDFS201010

Marketplace > University of Delaware > HDFS > HDFS201010 > HDFS 201 class 4 notes
Nicole Lee

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feb 18 lifespan class notes
Life Span Development
Palkovitz,Robin J
Class Notes
lifespan HDFS 201 class notes 4 feb 18
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This 3 page Class Notes was uploaded by Nicole Lee on Friday March 11, 2016. The Class Notes belongs to HDFS201010 at University of Delaware taught by Palkovitz,Robin J in Fall 2015. Since its upload, it has received 13 views. For similar materials see Life Span Development in HDFS at University of Delaware.


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Date Created: 03/11/16
HDFS CLASS 4 Theories ­ developmental theories organize knowledge “facts” in order to provide… • focused descriptions of the ways that behaviors change over time  • testable explanations of human behavior  • ways to intervene in the developmental trajectory : apply the theory DEVELOPMENTAL THEORY IS AN EXPLANATORY MODEL OF DEVELOPMENT THAT IS… internally consistent ( no contradictions, like pick the child up/don’t bc it’ll encourage crying),  empirically valid (supported by research findings, how accurately relates to other contexts),  testable/falsifiable (generates research/parsimonious meaning brief/simple. need bc theories are  based on untestable assumptions). Every theory is based on faith. faith in the assumptions, data  collection that verifies it. Also, should be capable to relate to previous research and application,  useful.  Some things are untestable so you either have to believe it or not. You can never prove a theory,  but you only support or refute it. Every theory is there because it has an importance.  HOW DO WE EVALUATE THEORIES useful? can it be used to explain, predict, control development? does it have application for  parents, teachers, nurses, social workers, etc?  BRIEF OVERVIEW OF DEVELOPMENTAL THEORIES compare/contrast the goals, assumptions, main characteristics WHY ISN’T THERE A SINGLE, UNIFIED THEORY OF DEVELOPMENT incompatible assumptions like untestable, accepted/rejected on beliefs/faith. They’re different in  foci (what focus like biological or behavioral or social or cognitive) and use, different methods and tools for different purposes. Which theory is right?  WHY SCIENCE IS NOT OBJECTIVE use of favored theories, methods, selection of particular measures, interest in questions studied,  ways to interpret data, and research merely representing reality “model” Life Course Perspective is the interaction of individual development and collective family  development in the context of changing historical conditions  individual —> family —> community. emphasizing both individual and family development  affected by socio­historical context  CENTRAL CONSTRUCTS: Transition Transition is a life change that involves shifting in role involvement and social identity : married  couple. then had a kid so they became not just married but now parents. anything change that  takes a person out of their ordinary routine and their habits that help to form their knowledge and  set of expectations.  Often marked by events BUT the event itself is not the transition. it’s the effect of those events. It  requires simultaneous cognitive reorganization and behavioral changes. When you start to view  yourself in a different light along with new behavior and decisions that are made.  Transitions create functional relationships that did NOT exist before and then unhooks functional  relationships that existed. Ex. employment, residence, marital or relationship status COUNTER­TRANSITION transitions produced by the life changes of others that influence you. Say you’re dependent on  someone and they left. Now you have to adjust to living without that person.  TRAJECTORY big picture, longer views of the life course. commonly identified w/ the study of careers in  sociological sense like marriage, work. Each life course contains multiple,  interlocking  trajectories. responsibilities, status of the person like the professor has a career trajectory, family,  father, grandfather, etc. scheduling and management is one  aspect of life course development.  TIME 24 hrs a day, you have individual time which emphasizes the benefits of doing something  for  oneself. Family time involves considering your family’s priorities and their lives too bc it’ll affect  their lives. Historical time  TIMING…  determined largely by the social clock ­ cultural sense of whether it is the right time for  something  to happy or not. Age (cohort) could determine the timing of things or your  health, whether you’re  capable. On/Off time: early or late. Consider the synchronization  of different individual roles  across careers: meaning depending on where you are in  your life and the job you have, you and  those involved must adjust depending on the  time of when a specific event happens like birth of a  child. timing of individual life transition,  and sequencing and synchronization of individual life  transitions with collective family  transitions. Historical changes in the timing of life transitions; for  example, people are  no getting married later, or maybe having a child earlier than they did few  years ago. timing can be combined with assessment of normativeness. normative (statistically typical); on  time, easiest to support and off time would be mid­range (less support). non­normative  (statistically atypical, abnormal); mid­range on time and most challenging to support off time; all  changing by cohort, differences by culture, gender.


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