New User Special Price Expires in

Let's log you in.

Sign in with Facebook


Don't have a StudySoup account? Create one here!


Create a StudySoup account

Be part of our community, it's free to join!

Sign up with Facebook


Create your account
By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

The Life Cycle

by: Sydnee Lindgren

The Life Cycle DEP 2004

Sydnee Lindgren
GPA 3.76

Elizabeth Hahn

Almost Ready


These notes were just uploaded, and will be ready to view shortly.

Purchase these notes here, or revisit this page.

Either way, we'll remind you when they're ready :)

Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

Unlock Preview
Unlock Preview

Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

View Preview

About this Document

Elizabeth Hahn
Class Notes
25 ?




Popular in Course

Popular in Developmental Psychology

This 95 page Class Notes was uploaded by Sydnee Lindgren on Wednesday September 23, 2015. The Class Notes belongs to DEP 2004 at University of South Florida taught by Elizabeth Hahn in Fall. Since its upload, it has received 52 views. For similar materials see /class/212635/dep-2004-university-of-south-florida in Developmental Psychology at University of South Florida.

Similar to DEP 2004 at USF

Popular in Developmental Psychology


Reviews for The Life Cycle


Report this Material


What is Karma?


Karma is the currency of StudySoup.

You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 09/23/15
ubli39c Hm Population Health Fwework co IFT The l eViOUS model processes Bwnsions of Heol rh Heal rh s 7 Tus clearly results from 0 number 0 Influences m h feial rh luv impossible To seporofe ill health Writ L d V 39 V Lifecourse Perspective gt quth and L MCH Journal 2003 i fifii s gt 39 B 1ublicq rijo n5 fcrr Reproductive Potential i i Protective Factors American 5amp5 A Puberty Pre gna ncy Life Course Emmi Regrggl39u ve Risk Reduction Strategies White African American Health Promotion Strategies in mpmducuvz palcmmls i i i Puberty Pre gna ncy Life Course gt h Lwll39 FeTal Origins of Disease 9 This Theory posiTs ThaT The in uTero experience programs or CondiTions The feTus for paTTerns of Child growTh and developmenT as well as many chronic diseases wiTh adulT onseT abesiTy meTaboIic syndrome diabeTes hyperTension eTC babies wiTh low birTh weighT overcompensaTe FeTal Origins of Disease 9 FurTher The experience in prior pregnancies may candiTian The uTerus for auTcames in subsequenT pregnancies sTilIbirTh neanaTal marTaIiTy small far gesTaTianaI age eTc a The in uTera experience of The rnaTher may also candiTian The pregnancy auTcames of her children law birTh weighT preTerm K birTh IUGR 7 r The endocrine system 9 P i rui rg glond Triggers release of hormone rom all other glands and produces gr wrh hormone 39 BMW Nervous System Central Nervous System Peripheral Nervous System 77 l 1 Brain Spinal Cord Motor Efferent Neurons Sensory Afferent Neurons 7 7 7 Autonomic Nervous System Somatic Nervous System Sympathetic Nervous System Parasympathetic Nervous System axon Tn long exfrension of Cl neuron That rvei Imp ulses away from The Off The V 1 HH Mm 3 Some V callbady Axon inside myelin sheath 1 M etin shaam 539 M10 xquot 39 1 ages Terminal Directian 0f in devglpmenf 7 neural p rlm lh ve prhns Then ex The nervous system 3 Later developmenf gt L rlerlizcj o n increasing dominance of one hen sphere gt Amu r39 Physical growth Q Qwiedil Th in 15 few months of life 39i u 39 of Weig W per day o hd d h on rh 39 The infon r mt s lxoweri inches and 5 6 The adolescent P hysicralnnd sexual maturation gt 39 limplications dy image sex differences The idLJhL a Physical appearance and siruciure gt MOST changes afier 4O Wrinkles graying and Thinning hair changes in W39eighi Osieoporosis Aging of Thejoinis 39 V gt Func rioning and heal rh A i fe ii i i p ifn Large individual variati Decrease in reserve ca i The adult 9 gi col lmpl ico ons a hard of hearing bitter slow me ry Alzheimer s Disease Deferi39om on of brain cells fo rmo on of pmquesafangbs cog n ifive 39 39 7 an The rewroduc rive system gt Herrmem cmd odul r life formone levels The adult Q hm behavior F quot V a K 1 F a Jquot W dsvg m Mam Wha r is The life course fri ework or cfifailf rdie a He hot is The s rress process S rressors problemo ric condi ons and pover ry How does The body reocT To sTress o lndividuol responses ore differenT lHypoThdlomus signols The sympoTheTic sysTem of ouTonomic nervous sysTem TighT or TlighT response 2 lncreose bloodflow To muscles 3 lncreose corTisol levels 4 CorTisol helps supply cells wiTh energy 5 Exercise helps reduce These levelsof corTisol 2 Life Similarities between the two domains Transitions a Life Course benchmarks in life usually centered around age gt Research Effects of transitions on the trajectories across the life span 9 Stress Process Potentially disrupt lite depending when or how they happen gt Research Transitions important for well being SimildriTies beTween The Two domoins Timing dnd Sequencing of TrdnsiTions 6 Life Course EffecTs of TronsiTions depends on The dge They occur 9 Stress Process Off Time dnd ouT of sequence TrdnsiTions mdy increase risk for long Term heleh effecTs or hdrdships X SimilariTies beTween The Two domains Agency and IvlasTery individuals are acTive parTicipanTs in Their life s experiences and Their reacTions To These experiences a Life Course Agency driven self direcTion seTTing personal goals a STress Process having conTrol over circumsTances proTecTive resources for dealing wiTh sTress Similori ries belweeh The Two domoihs Linked Lives 9 Life Course Forlunesmisforlunes Throughoqu your lives offech olhers olher people offecl you Role Sel 6 Stress Process Slressors or yourjob con offec r olher co workers Sylressors ol your job con offeo r your family Definitions 7 sensoryrecepiorstronsmit informofion o the brain Q Perception gt fir erpreiatian of 39t i in mrnm r Wn Iv 39 put The means by t The environmen r via d iihiJF O The infant Vision I acuity limifr f The infant Vision PGT re n percep on r ison of forms soon after byi r r h ed To crom o Ur movemeth and 39 39 The infant Vsion i IA r biifr rh or und oneThir efh of level 39 I OIK 1960 quot quot ShILIOW on c j quot Ix The infant r rier Than can see 39 and discriminate sounds and perceptual bilities emerge in the first The Child s Perceptual DeveIOpment The Child s Perceptual Development 3 changes 39 Attention span gets longer 39 Become more selective being able to focus on one thing and block other things out 39 Better able to plan and carry out strategies for using their sense to achieve goals Adolescence Adolescence More efficient at inhibiting irrelevant information More efficient at dividing attention Appears to be the time when perceptual and attentional tasks are perfected The adult Raised ory thresholds Declines in pa eptual abilities The adult 39 IQ of le 7 7 eets Ll on 9 39 The adult Th K5 Q m Qenerol STeps in memory pfcessing Encodingsz et ring the information The informaiion processing approach y frer model of information l W iKnow this slide Information Processing Approach Storage Attention Retrieval 4 Tobiogrophicol Memory Infamilie Amnesia The infomf E40 rl fy Refrievol Tasks lt9 Recog ition Rem The child 4 hypothesis 9 Do basic capacities change gt Speed of processing increases not total capacity gt Automatization of information processing rees up space for other thoughts 9 Do memory strategies change gt Increasing use of rehearsal organization 1 eg chunking elaboration creating links between objects X The child 4 hypotheses Does knowledge about memory change gt Meromemory onol me rocogni rion increases with age and some relo rion ro memory performance Does knowledge of fhe world change gt Knowledge base effects leoming d y memOry The adolescent o Do basic capacities change gt Basic capacities and knowledge base increase o Do memory strategies change gt New strategies emerge gt Use of strategies is more deliberate selective and spontaneous Does knowledge about memory change gt Meta memory and myetacognition improve o Does knowledge of the world Change gt and increases X quot Why does memory change WI JFh age 39 Basic Gap cities The odulf Dzegvelgpi gs xper se The odulT Learning gemory and aging lines ing and memory 9f pd weakness ql declines noquot as and mi an The OdUH exercised skills The odulf Cogni on Memory and Agtiqg Exper se preserved 9 Timed ToSk s Cogni on Memory amp Aging 093 029 gt20 wmmmgtltmzmzq Life and Death Issues i I What is Death 2 Biological definitions of death I Biological death is a process not a single event I Total brain death ii Totally unresponsive to stimuli i Fail to move for one hour and fail to breathe for three minutes after removed from ventilator Have no reflexes El Register a flat EEG Life and DeaTh Issues III Euthanasia ll AcTive causing a person s deaTh mercy killing When a docTor ends The life of a person in pain I Passive allowing a person To die Ex removing a feeding Tube El AssisTed Suicide providing means for a person To kill Themselves Legal in a few sTaTes Life and Death Issues El When does a person have a right To die What are The legal and moral issues E Karen Ann Quinlan case E Terri Schiavo case in Florida E Dr Kevorkian suicide machine Living Wills III A legal document I Purpose To specify how much medical care one wishes To receive if They become Terminally ill I Ex A DNR specifies The person does noT wish To be resuciTqTecl Theories of Aging El Programmed Theories of Aging Emphasize systematic genetic control of aging E Maximum life span 1 10120 E Hoyflick Limit number of times cells can divide l Cells can double only 0 certain number of times I Shortening of Telomeres stretches of DNA that form on tips of chromosomes is the reason there is 0 limit Theories of Aging III Programmed Theories of Aging cont Hayflick Limi r I Humans 50 i 10 I Mouse 1428 I Galapagos Tortoise 90125 Leonard Hayflick 2004 i III If our society would learn to value old age to the same extent as we presently value youth then the drive to slow stop or reverse the aging process would be as unthinkable as the intervening in the developmental processes of youth pg 578 Theories of Aging I Damage Theories of Aging E Haphazard processes that cause errors in cells Error Accumulation Theory As cells metabolize nutrients free radicals can form Antioxidants inhibit them n Free radicals l Extra electron react with other molecules to damage cells a Probably not one theory but a combination of factors The Experience of Dying II KublerRoss 5 stages of dying 1 Denial and isolation 2 Anger 3 Bargaining 4 Depression 5 Acceptance D Hope runs throughout the other five responses El Famin members may also experience these stages The Experience of Dying I Criticisms and Alternate Views Use of the term stage is inappropriate Little attention to the individual s illness Does not account for individual differences in personality emotional responses CI But emphasis on caring instead of curing is important for those who provide medical care El Terminology ll Bereovemen r c1 state of loss Il Grief emotional response To loss I Mourning culturally defined ways of expressing grief Things done in d culture To honor c1 loved one The Experience of Bereavement III ParkesBowlby model of grieving Numbness El Yearning I Separation anxiety distress of being parted from obiect of attachment Disorganization and despair trying to cope with life without the person El Reorganization open to new things like relationships and activities The Infant El Concept of Death El Separation Anxiety ll Crying ll Yearning ll Searching The Infant El Reaction Similar to that of Bereaved Adults n Protest outrage if protest fails D Despair II Detachment phase I Complete Recovery The Child El Grasping the concept of death I Mature understanding of death I Finality l Irreversibility I Universality I Biological causality The Child Preschool children believe the dead retain some life functions view death as reversible do not believe it is universal and believe that an external agent caused death By adolescence more accurate view of death but not applied to them The Child III The bereaved child Children do grieve Their grief is expressed differently than adult s grief E Particularly vulnerable to longterm negative effects of bereavement The Adolescent III The bereaved adolescent Does so in a developmental context Seeking independence from parents but still emotionally dependent importance of loss of peers may be reluctant to express grief don t want to seem abnormal The Adult El Death and the family life cycle The loss of a spouse I Precipitates other changes lAtrisk for illness and even death lChanges in life style IFirst year the most difficult but recovery may take years lReactions are diverse The Adult CI The loss of a child Experienced as unexpected and untimely Can be devastating Effects on marriage increase divorce strain Effects on siblings may feel neglected by parents anxious about own health guilty pressure to replace lost child for parents Effects on grandparents guilty helpless The Adult I The loss of a parent Not as disruptive as death of spouse or child But still involves grief and takes a toll El Those who lost a parent within past 3 years have higher rates of psychological distress alcohol use and health problems The Adult III Who copes and who succumbs I Defining pathological grief l Chronic grief longer rhon normol lAbsence inhibition or delay of grief The Adult III Who copes and who succumbs cont 7 Personal resources I Early experiences in attachment relationships I Personality and coping styles The nature of loss I Relationship to the deceased I Suddenness or unexpectedness of death I Cause of death The Adult III Who copes and who succumbs cont g The context of supports and stressors l Social support helps lAdditionol stressors hurt Q Bereavement and humcm development I Potential to foster growth Lessening the sting of Death El For the dying I Hospice III For the bereaved I Support groups I Counseling


Buy Material

Are you sure you want to buy this material for

25 Karma

Buy Material

BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.


You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

Why people love StudySoup

Steve Martinelli UC Los Angeles

"There's no way I would have passed my Organic Chemistry class this semester without the notes and study guides I got from StudySoup."

Janice Dongeun University of Washington

"I used the money I made selling my notes & study guides to pay for spring break in Olympia, Washington...which was Sweet!"

Bentley McCaw University of Florida

"I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"

Parker Thompson 500 Startups

"It's a great way for students to improve their educational experience and it seemed like a product that everybody wants, so all the people participating are winning."

Become an Elite Notetaker and start selling your notes online!

Refund Policy


All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email


StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here:

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.