Содержание
- 2. biopsychosocial model Biological and empirical advances in research We need human experiences understanding Children development –
- 3. Multiple Lines of Development Many lines - physical, neurological, cognitive, and intellectual. Development of human relationships,
- 4. Multiple Determinants of Behaviour every discrete behaviour is multiply determined - there are multiple relationships between
- 5. Developmental Structuralist Approach Stanley I. Greenspan (1941-2010) www.stanleygreenspan.com (mostly on Floortime and autism) http://www.icdl.com/DIR/6-developmental-milestones (stages of
- 6. Developmental Structuralist Approach considers how a person organizes experience at each stage of development (sensitive to
- 7. Functional Emotional Stages of Development Level 1. Homeostasis: shared attention and self-regulation (0–3 Months) Level 2.
- 8. Level 1: Shared Attention and Regulation (0–3 Months) Adaptive Patterns – Self-Regulation. Need to organize his
- 9. Level 1: Shared Attention and Regulation (0–3 Months) Sensory Organization - Biologically based variations in sensory
- 10. Level 2: Engagement and Relating (2–7 Months) Adaptive Patterns – Attachment. Baby use his emotional interest
- 11. Level 3: Two-Way Intentional Affective Signaling and Communication (3–10 Months) Adaptive Patterns – Intentionality, capacity for
- 12. Level 3: Two-Way Intentional Affective Signaling and Communication (3–10 Months) Sensory Organization – orchestrating sensory experience
- 13. Level 4: Long Chains of Coregulated Emotional Signaling and Shared Social Problem Solving (9–18 Months) Adaptive
- 14. Level 4: Long Chains of Coregulated Emotional Signaling and Shared Social Problem Solving (9–18 Months) Adaptive
- 15. Level 4: Long Chains of Coregulated Emotional Signaling and Shared Social Problem Solving (9–18 Months) Sensory
- 16. Level 4: Long Chains of Coregulated Emotional Signaling and Shared Social Problem Solving (9–18 Months) Stage
- 17. Level 5: Creating Representations (or Ideas) (18–30 Months) Adaptive Patterns – Creating Symbols and Using Words
- 18. Level 5: Creating Representations (or Ideas) (18–30 Months) Sensory Organization – A mental representation, or idea,
- 19. Level 5: Creating Representations (or Ideas) (18–30 Months) Levels of organizing and representing: Using words and
- 20. Level 6: Building Bridges Between Ideas: Logical Thinking (30–48 Months) Adaptive Patterns – Emotional Thinking, Logic,
- 21. Level 6: Building Bridges Between Ideas: Logical Thinking (30–48 Months) Sensory Organization – categorizing sensory information
- 22. Level 6: Building Bridges Between Ideas: Logical Thinking (30–48 Months) Levels of organizing and representing: Expressing
- 23. Further child development Stage 7 - Multiple-Cause and Triangular Thinking (4-7y). A child can now give
- 24. The Stages of Adolescence and Adulthood Maturing of thinking. Increasing the complexity and level of integration
- 25. The Stages of Adolescence and Adulthood Stage 12 - Stabilizing a Separate Sense of the Self
- 26. The Stages of Adolescence and Adulthood Stage 15 - Changing Perspectives on Time, Space, the Cycle
- 27. Adult level of organizing and representing Expanding feeling states to include reflections and anticipatory judgment regarding
- 28. Social-emotional developmental growth chart
- 29. Levels of thinking and the different degrees of mastery possible at each level
- 30. Levels of thinking and the different degrees of mastery possible at each level
- 31. Levels of thinking and the different degrees of mastery possible at each level
- 32. Levels of thinking and the different degrees of mastery possible at each level
- 33. Levels of thinking and the different degrees of mastery possible at each level
- 34. Helping a Child to Develop 1.Homeostasis – Helping a Child to… React to sensory experience Overcome
- 35. Helping a Child to Develop 4.Behavioral Organization and Initiative – Helping a Child to… Organize emotions
- 36. Helping a Child to Develop 6. Consolidation of Representational Differentiation – Helping a Child to… Show
- 37. Four Organizational Levels of Development 1. Regulation, Interest in the World, and Engagement 2. Purposeful Communication
- 38. Margaret Mahler (on behalf of www.margaretmahler.org)
- 39. Margaret Mahler’s Separation-Individuation Theory 1. Autistic Phase (0-1 m) 2. Symbiotic Phase (1-5 m) 3.Separation-Individuation Phase
- 40. Development Phases and Major Psychopathology (relative consistency) 1. Autistic Phase 2. Symbiotic Phase 3. (Separation-Individuation) A.
- 41. Levels of affect organization 1. Somatic Regulation 2. Behavioral Regulation 3. Symbolic Regulation Levels of personality
- 42. Developmental Levels and Adult Psychopathology Developmental Structural Levels of Personality Organization Homeostasis Attachment Somatic-Psychological Differentiation Behavioral
- 43. Developmental Levels and Adult Psychopathology Developmental Structural Levels of Personality Organization Representational Capacity Representational Differentiation Consolidation
- 44. A developmental approach to diagnosis Diagnostic categories from a developmental approach I. Significantly below age-appropriate level
- 45. A developmental approach to diagnosis Diagnostic categories from a developmental approach II. Severe constrictions and alterations
- 46. A developmental approach to diagnosis Diagnostic categories from a developmental approach III. Moderate constrictions and alterations
- 47. A developmental approach to diagnosis Diagnostic categories from a developmental approach B. Age-appropriate level of functioning,
- 48. A developmental approach to diagnosis Diagnostic categories from a developmental approach V. Basically age-appropriate, intact, flexible
- 49. Observational Categories for Constructing a Developmental Diagnostic Formulation I. The level of basic ego functions A.
- 50. Observational Categories for Constructing a Developmental Diagnostic Formulation II. The degree of personality rigidity A. Style
- 51. Observing children – first year
- 52. Observing children – first year
- 53. Observing children – first year
- 54. Observing children – second year
- 55. Observing children – second year
- 56. Observing children – second year
- 57. Observing children – third year
- 58. Observing children – third year
- 59. Observing children – third year
- 60. Observing children – fourth year
- 61. Observing children – fourth year
- 62. Observing children – fourth year
- 63. Observing children – fifth and sixth years
- 64. Observing children – fifth and sixth years
- 65. Observing children – fifth and sixth years
- 66. Observing children – seventh and eighth years
- 67. Observing children – seventh and eighth years
- 68. Observing children – seventh and eighth years
- 69. Observing children – ninth and tenth years
- 70. Observing children – ninth and tenth years
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