- •Contents
- •I. Basic Course. The Life-Span Development Perspective
- •Предисловие
- •Структура и содержание учебного пособия
- •Chapter 1
- •Introduction
- •Find synonyms and antonyms to:
- •Guess the meaning of the following words and word combinations without using the dictionary:
- •Key terms
- •Critical thinking questions
- •Ex.1. Skim over the text and give your comments on its ideas.
- •Introverts and Extraverts: They Aren’t What You Think
- •Grammar revision articles. Prefixes and suffixes
- •Chapter 2 the science of life-span development
- •Key Terms
- •Critical thinking questions
- •Grammar revision tense forms
- •Chapter 3 biological beginnings
- •Guess the meaning of the following words and word combinations without using the dictionary:
- •Key Terms
- •Critical thinking questions
- •Grammar revision passive voice
- •Chapter 4 prenatal development and birth
- •Key Terms
- •Critical thinking questions
- •Ex.1. Skim over the text and give your comments on its ideas.
- •Infants, Adults and Novelty
- •Grammar revision participle I, participle II
- •Chapter 5 physical development in infancy
- •Key Terms
- •Critical thinking questions
- •Ex.1. Skim over the poem and give your comments on its ideas. Listen To the Children
- •Grammar revision gerund
- •I am fond of reading.
- •Chapter 6 cognitive development in infancy
- •Key terms
- •Critical thinking questions
- •Grammar revision modal verbs
- •Chapter 7 socioemotional development
- •In infancy
- •Key terms
- •Critical thinking questions
- •Ex.1. Skim over the text and give your comments on its ideas. Fringe clinical practices
- •Grammar revision sequence of tenses
- •I was sure that I would not be late for the lecture.
- •Chapter 8 physical and cognitive development in early childhood
- •Key terms
- •Critical thinking questions
- •Психолог
- •Grammar revision direct and indirect speech
- •Is her sister younger than she?
- •Chapter 9 socioemotional development in early childhood
- •Key terms
- •Critical thinking questions
- •Этапы психологического исследования.
- •The general plan of scientific method.
- •Grammar revision complex object
- •Chapter 10 physical and cognitive development in middle and late childhood
- •Improve, consistent, success.
- •Key Terms
- •Critical thinking questions
- •Branches of psychology
- •7. Industrial Psychology
- •8. School Psychology
- •9. Clinical Psychology
- •Grammar revision complex subject
- •It seems that experiments are used in psychology.
- •It is said he is studying psychology.
- •Chapter 11 socioemotional development in middle and late childhood
- •Key Terms
- •Critical thinking questions
- •Bullying
- •Grammar revision
- •Indirect moods
- •Chapter 12 physical and cognitive development in adolescence
- •Key Terms
- •Critical thinking questions
- •Evening-preference and Adolescent Problems
- •Chapter 13 socioemotional development in adolescence
- •Key Terms
- •Critical thinking questions
- •Chapter 14 physical and cognitive development in early adulthood
- •Key Terms
- •Critical thinking questions
- •Child Personality Predicts Adult Behavior
- •Сhapter 15 socioemotional development in early adulthood
- •Key terms
- •Critical thinking questions
- •Chapter 16 physical and cognitive development in middle adulthood
- •Key terms
- •Critical thinking questions
- •Anxiety And Heart Attacks
- •Chapter 17 socioemotional development in middle adulthood
- •Key terms
- •Critical thinking questions
- •Ex.1. Skim over the text and give your comments on its ideas. Domestic Violence Taken Less Seriously in Older Couples
- •PsyArticles.Com
- •Chapter 18 physical development in late adulthood
- •Key Terms
- •Critical thinking questions
- •Chapter 19 cognitive development in late adulthood
- •Investigators, honeymoon, disenchantment, reorientation, mnemonics.
- •Key terms
- •Critical thinking questions
- •Chapter 20 socioemotional development in late adulthood
- •Viable, major, policy, issues, suffer.
- •Key terms
- •Critical thinking questions
- •Chapter 21 death and dying
- •Intervene, emphasis, prolongation, artificially, failure.
- •Key terms
- •Critical thinking questions
- •Ex.1. Skim over the text and give your comments on its ideas. The Origins of Morality
- •Identifying the Developmental Issues in a Research Report
- •Parent-Child Interaction
- •Research Project 2 Journal Article Critique
- •Heritability of Height
- •Research Project 2 Genetic Counseling Available to You
- •Research Project 1 Why Do Some Pregnant Women Drink, Smoke, or Use Drugs?
- •Research Project 2 Fatherhood
- •Research Project 1 Cross Motor Activity
- •Reflexes
- •Research Project 1 Object Permanence
- •Research Project 2 Mother-Infant Language
- •Research Project 1 Attachment Behaviors
- •Research Project 2 Development of Self in Infants
- •Project 1 Memory Span
- •Research Project 2 Language Errors
- •Research Project 1 Parten's Play Styles
- •Research Project 2 Altruism-Empathy Observations
- •Research Project 1 Current Exercise Levels
- •Research Project 2 Conservation Tasks
- •Research Project 1 Children Attitudes Towards School
- •Research Project 2 Gender Roles and Television
- •Secular Trend
- •Research Project 2 Piaget’s Pendulum Problem
- •Research project 1
- •Interviewing Friends about Dating
- •Research Project 2 Marcia’s Statuses of Identity
- •Research Project 1 College Students and the Use of Alcohol
- •Research Project 2 Motivation – The Values of Adolescents
- •Research Project 1 The Marriage Quiz
- •Research Project 2 Gender and Age Roles in Magazine Advertisements
- •Research Project 1 Song Lyric Values
- •Research Project 2 Archival Research
- •Research Project 1 Adult Stage Theories in Biographies
- •Research Project 2 Your Life Review
- •Research Project 1
- •Variations in Life-Expectancy
- •Research Project 2 Knowledge of Older Adults
- •Research Project 1 Free Recall among College Students and Older Adults
- •Research Project 2 Physical and Mental Health Care of the Elderly
- •Research Project 1 Collecting a Life Story
- •Research Project 2 Old People at College
- •Research Project 1 Experiencing Others’ Deaths
- •Research Project 2 Hospices in Your Community
- •Аннотация и реферат (Методические указания)
Key terms
brain stem – ствол (головного) мозга
cortical areas – области коры головного мозга
death-avoiding society – общество, избегающее смерти
EEG (electroencephalogram) – электроэнцефалограмма
euphemistic language – эвфемистический (иносказательный) язык
funeral – похороны
intervention – вмешательство
life-prolonging equipment – приборы (оборудование), продлевающие жизнь
mourning – ['mנ:nıŋ] скорбь, печаль, оплакивание, плач, траур; скорбный, траурный
numbness – оцепенение, ступор, нечувствительность, неподвижность, окоченение
pining – тоска
removal of life support – устранение (искусственного) жизнеобеспечения (поддержания жизнедеятельности)
sudden infant death syndrome (SIDS) – синдром внезапной детской смерти (СВДС)
thanatologist – танатолог (изучает закономерности умирания)
Most medical practitioners agree that a person must be brain dead to be declared dead. All electrical activity in the brain, as measured by an EEG, must have stopped in both the cortical areas of the brain and in the brain stem.
Euthanasia is the practice of assisting a terminally ill patient with his or her death. Active euthanasia involves intervention, passive euthanasia involves the removal of life support. Advances in technology have also made it difficult to know when to intervene and when not to intervene in the deaths of those who are or can be kept alive artificially.
Perceptions about death vary and reflect the diverse values of different cultures. For the most part, individuals are death avoiders and death deniers as indicated by such things as the use of euphemistic language for death and an emphasis on prolongation of biological life rather than emphasizing diminished human suffering.
Individuals of different ages die for different reasons. Infants may die of birth defects, sudden infant death syndrome (SIDS), or from a failure to develop properly during the prenatal period. Children die from accidents and illnesses. Adolescents are more likely to die from suicides, homicides, and automobile accidents than children. Accidents and disease take young and middle-aged adults, and chronic illnesses are responsible for most of the deaths of older adults.
The ability to cope with death is dependent on developmental level. Most psychologists believe honesty is the best strategy for helping children cope with death.
There is no evidence that a special orientation toward death emerges in early adulthood. Not until middle age does death become a life issue. At this time fear of death is at its peak. An acceptance of death marks the later adulthood period. Attitudes about death may vary considerably among adults of any age.
Kilbler-Ross provided five stages of death: denial, anger, bargaining, depression, and acceptance. Not all individuals experience all the stages. Some people fight their death until the end. Denial can be adaptive or maladaptive, depending on the circumstance.
Most people, about 80 percent, die in a hospital or long-term care institution. Advantages of hospital deaths included the availability of professional care and life-prolonging equipment.
Most people would prefer to die at home but are afraid of the burden they will place on others, the lack of space, and the lack of professional care. Hospices are designed to let a person die without pain and with the best attitude possible. Their main goal is pain control and they strive for psychologically healthy deaths.
Most psychologists recommend an open and interactive exchange between a dying individual and significant others. Conversations with a dying individual should not dwell on pathology. Instead the focus should be on the dying person's strengths.
The people left behind after the death of a loved one are experiencing three stages of grief: shock, despair, and recovery. According to another author, the four dimensions of grief are numbness, pining, depression, and recovery.
The most important aspect of mourning in most cultures is the funeral.
Death education, usually done by thanatologists, may help an individual and a society come to grips with the issues surrounding dying and living. In many ways ours is still a death-avoiding society.
