Child and Adolescent Psychology

Child and Adolescent Psychology Psychology  It is an academic and applied discipline that involves the scientific study of mental functions and behaviors.  Study of the mind and mental functions. Free will and intellect – Human persons Child – stage of innocence, with protection, love and care. Adolescent – Stage of human life to an adult. (developed – Physical, Emotional, Intellectual, social, Cultural, moral and Spiritual. P.D. 603, Article 3. Rights of the Child. - All children shall be entitled to the rights herein set forth without distinction as to legitimacy or illegitimacy, sex, social status, religion, political antecedents, and other factors. 1) Every child is endowed with the dignity and worth of a human being from the moment of his conception, as generally accepted in medical parlance, and has, therefore, the right to be born well. 2) Every child has the right to a wholesome family life that will provide him with love, care and understanding, guidance and counseling, and moral and material security. The dependent or abandoned child shall be provided with the nearest substitute for a home. 3) Every child has the right to a well-rounded development of his personality to the end that he may become a happy, useful and active member of society. a. The gifted child shall be given opportunity and encouragement to develop his special talents. b. The emotionally disturbed or socially maladjusted child shall be treated with sympathy and understanding, and shall be entitled to treatment and competent care. c. The physically or mentally handicapped child shall be given the treatment, education and care required by his particular condition. 4) Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper medical attention, and all the basic physical requirements of a healthy and vigorous life. 5) Every child has the right to be brought up in an atmosphere of morality and rectitude for the enrichment and the strengthening of his character. 6) Every child has the right to an education commensurate with his abilities and to the development of his skills for the improvement of his capacity for service to himself and to his fellowmen. 7) Every child has the right to full opportunities for safe and wholesome recreation and activities, individual as well as social, for the wholesome use of his leisure hours. 8) Every child has the right to protection against exploitation, improper influences, hazards, and other conditions or circumstances prejudicial to his physical, mental, emotional, social and moral development.

9) Every child has the right to live in a community and a society that can offer him an environment free from pernicious influences and conducive to the promotion of his health and the cultivation of his desirable traits and attributes. 10) Every child has the right to the care, assistance, and protection of the State, particularly when his parents or guardians fail or are unable to provide him with his fundamental needs for growth, development, and improvement. 11) Every child has the right to an efficient and honest government that will deepen his faith in democracy and inspire him with the morality of the constituted authorities both in their public and private lives. 12) Every child has the right to grow up as a free individual, in an atmosphere of peace, understanding, tolerance, and universal brotherhood, and with the determination to contribute his share in the building of a better world. Development – Progressive Development Purpose of development 1. To know what society expect to us 2. With the expectation of the society, society motivates us. 3. For the individual to do what society expected to us. Learning – The result of the day to day activities or experiences of the individual. Development – Orderly change occurring in an individual life. Progressive development – The preparedness and awareness of an individual to learn.  Maturation and Learning complement one another. Changes occurs: a) Change in size – physical and mental b) Change in proportion (balance) c) Disappearance of old features i. Thymus glands ii. Haley hair iii. Locomotion d) Disappearance of new features or acquisition of new features i. Neurotic behavior ii. Moral norms Rate of development a) Rapid – prenatal period, (plateau – the first two weeks where there is no chages occur. No physical development) b) Slow - 6 years old to adolescent, Childhood to adolescent  Saturation point – the point where there is no learning has acquired. Variation “Encouragement to learn”

TAWID – Trustworthy, Available, Willingness and Openness, Interested, Duable Developmental Readiness – is the state of preparedness or awareness to one or more areas concerning the responsibilities and functioning of the individual.  The effectiveness of learning depends upon Maturation.  That one cannot learn  Sine quo non – unavoidable Factors influencing Attitude towards development 1) Appearance – visible and visual representation of oneself 2) Change in Behavior – (“senescence” or mental lapses) 3) Cultural Stereotypes – the media and other forms of media and society affects us. (example – No Originality) 4) Cultural Values – “bending the law”  Pakikisama  Pakikibagay  Age gap 5) Role changes  Dual career family 6) Personal experiences Significant facts about development 1) Early foundations are Critical 2) The role of motivation and Learning  Change occur when there is proper motivation 3) Development follows a definite and predictable pattern  The physical law of Cephalocaudal and Proximodistal i. Cephalocaudal – growth occurring from head to foot ii. Proximodistal – growth spread outward from the central axis of the body to the extrimities 4) All individuals are different  Maturation is the complement of learning  Life Span development – Life long process, from death  Late adulthood, 65 years – death 5) An education has a characteristics pattern of behavior 6) Each phases of development has hazard 7) Development is aided by stimulation 8) Development is affected by cultural changes 9) There is always social expectation for any stage of development 10) There are traditional beliefs about people of old ages  kinship  Family ties Life span development 1) Prenatal – from conception to birth 2) Infancy – From birth to the end of second week

3) Babyhood – from 2nd week to the end of 2 years old 4) Early childhood – from 2nd year to 6 years old 5) Late childhood – from 6 years old to 10-12 years of age 6) Puberty/ Pre-adolescent – from 10-12 years of age to 14 years of age 7) Adolescence – 14 years of age to 18 years of age 8) Early Adulthood – 18 years of age to 35 years of age 9) Middle Adulthood – 35 years of age to 65 years of age 10) Late adulthood – 65 years of age death Developmental Tasks: Babyhood and Early Childhood 1) Learning to take food 2) Learning to walk 3) Learning to talk 4) Getting ready to read 5) Learning to control the elimination of body waste 6) Learning sex differences and sexual modesty 7) Learning to distinguish right from wrong 8) Learning to develop a conscience Late Childhood 1) Learning physical skills necessarily for ordinary game 2) Learning to get along with an age mate 3) Aware of yourself as growing organisms or individual 4) Developing an appropriate masculine or feminine social roles 5) They learn/developing fundamental shells in reading, writing and calculating 6) Developing a concept for everyday’s life 7) Developing a conscience as sense of morality and such values 8) Developing an attitude toward a social group or institutions 9) Personal freedom or independence Adolescence 1) Achieving one or more and mature relation with age-mate or both sexes 2) Acquiring Masculine and Feminine role 3) Accepting ones physique and using one’s body effectively 4) Desiring , accepting and achieving social responsible behavior 5) Achieving emotional independence from parents or other adults 6) Preparing for an economic life or economic career 7) Developing an ideology, acquiring an ethical system Early adulthood 1) Getting started to an occupation 2) Select a mate 3) Learn to level with a marriage partners 4) Nuclear family

5) 6) 7) 8)

Have children Started to have a home Taking responsibility Choosing a congenial group

Middle adulthood 1) Achieving a adult civic and social responsibility 2) Assisting children to be responsible happy adult 3) Developing an adult leisure time activities 4) Relating to a one spouse a person 5) Readying to a physiological change Late adulthood 1) Senescence age 2) Preparing for the death of the spouse 3) Adjusting to the retirement age 4) Adjusting to reduce income 5) Physical satisfactory life established 6) Flexible life 7) Decreasing physical strength and health