Domain theory: A critical review

The domain approach of Turiel and colleagues has emerging as the dominant paradigm in the field of social development, moral development in particular. If it is proven correct, Piaget's and Kohlberg's structural accounts of moral development must be radically modified and possibly even discarded. After an introduction where we set the context for our critical view, this study has three parts. In the first part, we present the main propositions of the domain approach. In the second part, we show that despite of its strengths, the domain approach suffers from several conceptual and methodological flaws. In the third part, we summarize the main ideas of our analysis, suggest avenues for future research, and articulate what can be learned for future research from our critique of the domain approach. Our main conclusion is that the domain approach should be seen more as complementary rather than an alternative to, existing accounts of moral development. Thus, despite some of its insights and power to stimulate empirical research and theoretical debate, the domain approach is not yet an unquestionable and complete alternative to existing accounts of moral development because of its conceptual and methodological flaws.     

A Blueprint for Social Cognitive Development

ABSTRACT— The field of social cognitive development (SCD) has historically failed to emerge as a dominant approach in developmental psychology. We take this opportunity to articulate the assumptions, goals, and contributions of SCD with the aim of invigorating research from this perspective. We begin by describing the current landscape of social and cognitive development, suggesting what they have and have not given us. We then outline major goals of the social cognitive developmental approach and walk through examples of successful SCD research. Finally, we examine the unique potential of the social cognitive approach to cross-fertilize social and cognitive development (as well as related fields such as social psychology and neuroscience) and to answer new questions about development.     

Engaging families as experts: collaborative family program development

This article presents the collaborative family program development (CFPD) model, a collaborative research-based approach to creating community-based programs for families. In this approach, families are viewed as experts on the nature of their challenges and on what they desire in a program. This approach is particularly useful in developing programs for families who have experienced social oppression and who may have been reluctant to participate in programs created for them by professionals without their consultation. In contrast, when professionals adopt the stance of respectful learners, families respond by actively engaging in the program development research and in the program created from it. This article describes the nature and complexities of a collaborative program development stance, the unique contribution to community-based program development offered by a family systems focus, and the 10 steps in the CFPD approach. These 10 steps guide movement from initiating the project and forming collaborative professional partnerships to engaging cultural consultants; conducting in-depth research to understand the problems, resources, contexts, and recommendations from the perspective of families who will receive the program and from the perspective of front-line professionals working with these families; transforming research findings into program contents and formats; and implementing, evaluating, revising, and replicating the program. The approach is illustrated by a program called Fresh Start for Families, developed and replicated for families in New York City who are homeless and attempting to move from welfare to work.     

Development and implementation of effective individualized education programs (IEPs): Evaluation of two team approaches

Development and implementation of an Individualized Education Program (IEP) occurs following determination of a child's eligibility for special education and by means of a multidisciplinary team approach. Although discussion has occured about various team approaches to the IEP development and implementation, no empirical evidence has been reported about the effectiveness of these alternatives for enhancing IEP goal attainment of handicapped pupils. In this paper, results of a study are reported that compared the relative effectiveness of two team approaches to IEP development and implementation in four elementary schools in an urban public school district. The COMPASS approach, an explicit 5-step problem-solving procedure, was evaluated relative to the district's traditional approach. Results indicated the COMPASS approach allowed for a greater degree of pupil goal attainment and IEP completeness than the traditional approach, and also was judged as a socially valid team approach by classroom teachers and by team members from other school districts.     

Stage and Contextual Approaches to Development in Professional Supervision

This paper discusses supervision as a means of professional and personal development in adulthood and analyzes its relevant mechanisms and processes. By using several theoretical concepts of development the stage and contextual approaches to supervision are discussed. While the stage approach describes the movement of supervisee, supervisor, and supervision relationship along perceivable and predictable stages, the contextual approach understands the development of an adult as a progression towards increased differentiation and integration of some of its functions, to which experiences, the context of one's life, and one's own activity contribute a great deal.     

Toward a relational perspective of the psychology of careers and working: A social constructionist analysis

This article explores the contributions of social constructionist thought to the development of a relational approach to careers. In this article, the term “careers” is defined as encompassing the working lives of all individuals. Using a social constructionist perspective to critique existing assumptions about careers, work, and relationships, the authors develop a conceptual framework that expands the theoretical opportunities inherent in a relational approach to the study of careers. The article concludes by highlighting implications of a social constructionist analysis of a relational approach to careers for theory development, research, practice, and public policy,     

The categorisation process in intergroup relations

In the first two parts of the paper a distinction is made between a ?conflict or convergence of interests' approach (Sherif) and a ?categorisation' approach (Tajfel) in the area of the experimental study of intergroup relations. Some recent experimental findings are mentioned, and a theoretical development of the categorisation approach is proposed. In the third part a new experiment illustrating the relevance of the categorisation approach is described.     

Moving from patches to quilts: developing self-aware,reflective leaders through curriculum innovation based on a Patchwork Text approach

A Patchwork Text is a creative approach to learning and assessment based on short pieces of reflective writing to promote deep, meaningful reflection. A five-year study was undertaken to explore whether this approach supports postgraduate students’ personal and academic development and the factors that influenced student experience, within one UK university. Our adapted approach encompasses patches of reflection, a structured Reflective Journal, formative feedback, and action learning within a constructively aligned curriculum. Between 2010 and 2015, 100 students attended the MSc Leadership Development programme and 71% (n=71) completed a questionnaire at the end of the first module. The questionnaire contained mainly open questions. The overwhelming majority of responses (89%, n=63) reported their experience of action learning was extremely positive. Eighty-five percent (n=58) reported that the Patchwork Text approach supported their academic development. Seventy-five percent (n=52) agreed the approach was helpful in relation to their summative assessment which comprised a reflective integrated portfolio. Thematic framework analysis of the qualitative data suggests the Patchwork Text approach increased self-awareness and insight; deepened and promoted on-going reflection; and facilitated critical thinking, analysis, and synthesis thereby enabling completion of the summative assignment. Findings suggest the adapted Patchwork Text approach increased students’ self-awareness as well as supporting them with both their summative assignment and the development of academic writing skills.     

发展心理学研究中个体定向的理论与方法

长期以来, 发展心理学研究主要采取变量定向的方法。近年来, 随着发展心理学理论的发展和人类发展个体差异的科学事实的积累, 个体定向的方法得以发展并且成为发展心理学研究的主要方法思路之一。个体定向的方法关注作为整体的个体, 旨在确定有意义的同质性个体类别或亚组。个体定向的方法包括一系列的基本理论原则, 具体数据分析方法包括传统聚类分析、基于模型的聚类方法以及配置频次分析等。发展心理学研究需综合运用个体定向的方法与变量定向的方法。     

Frameworks for understanding emotions and their development: functionalist and dynamic systems approaches

In recent years, both functionalist and dynamic systems approaches have assumed increasing prominence in the study of emotion and its development, but the similarities and differences between these perspectives remain largely unexplored and open to more systematic examination. In this article, the authors argue that both approaches share a systems view of emotion and regard emotion in relational, process terms. However, each approach adopts a distinct level of analysis and distinct types of explanation for emotion and its development. Whereas the functionalist approach appeals to formal and final causes to explain patterning in emotion at the level of organism-environment relations, the dynamic systems approach appeals to efficient and material causes to explain emotion at the specific content level of behavior in context. Whether these approaches complement or conflict with one another depends on the extent to which the dynamic systems approach admits abstraction into its explanatory framework. A. Fogel's social process theory and M. D. Lewis' approach to emotion self-organization are discussed in this regard.     

Self-organizing systems and infant motor development

A dynamical systems approach is used to characterize early motor development. Contemporary theories of motor performance emphasize the self-organizing and autonomous properties of muscle synergies as an example of the dynamical behavior of complex, nonlinear systems. The organization of leg movements in infants is consistent with the dynamical approach. Using this perspective, we view skill development as a multidimensional, emergent phenomenon. The developmental principles derived from motor behavior may apply to other domains.     

Bridging the representational gap in the dynamic systems approach to development

We describe the relationship between the dynamic systems approach to development and a recent approach to the dynamics of representational states – the dynamic field approach. Both approaches share an emphasis on the concepts of stability (attractor states), instability (especially bifurcations), soft-assembly and flexibility. But the dynamic field approach adds the concept of ‘activation’ to capture the strength with which behaviorally relevant information is specified. By explicitly linking these dynamic systems approaches, we allow for more direct comparisons between dynamic systems theory and connectionism. We note three current differences between these two approaches to development: (1) the notion of stability is central to how representational states are conceptualized in the dynamic field approach; (2) the dynamic field approach is more directly concerned with the sensorimotor origins of cognition; and (3) the dynamic approach is less advanced with regard to learning. We conclude that proponents of the two approaches can learn from the respective strengths of each approach. We suspect these differences will largely disappear in the next 20 years.     

INTEGRATING INTERIORITY IN COMMUNITY DEVELOPMENT

This article explores Integral community development; an approach that integrates material needs (such as economic growth, resource management, and decision-making structures) and interior needs (such as cultural, spiritual, and psychological wellness). Including “interiority” in development is unique to conventional and alternative development practices, and analysis suggests it is necessary for sustainability. Integral community development works in three domains of action/application, dialogue/process, and self-growth/reflection, and recognizes the importance of changes in worldviews. Using this approach in a case study in El Salvador, research outcomes showed increased collaboration and self-reflection, where economic objectives merged with equality and environmental concerns.     

A model for career development through curriculum

This article describes a practical model for a systematic, sequential approach to career development in the K-12 curriculum. The model builds on career development principles and vocational development tasks; it is self-concept oriented and uses a variety of methods and media in its implementation. Several strategies for facilitating career development are suggested for each level.     

Integrative Family Therapy

This paper describes an integrative approach to marital and family therapy in which psychodynamic (particularly object relations), family systems, and behavioral (particularly cognitive–behavioral) theory are blended in a flexible and tailored therapeutic approach. Human personality in its most significant contexts is a consistent focus. Background factors in the development to the approach and illustrative case materials are included.     

发展的行动观述评

本文介绍了行动观的主要理论观点,认为个体有意识的自我发展和自我调节对于发展具有重大意义,进而阐述了自我观察、自我评价和自我调节的过程和机制。行动观克服了哲学的决定论和因果机制的局限,把发展的多样性和规律性统一起来,并有效地整合了文化和个体自身对于发展的作用。     

Auditory spatial responses of young guinea pigs (Cavia porcellus) during and after ear blocking

Newborn guinea pigs were tested to determine their ability to approach an auditory stimulus early in development. Observations of the behavior of 1-4-day-old animals in a circular eight-choice maze revealed a pronounced tendency to orient toward and approach a tape-recorded signal of guinea pig vocalizations. The occurrence of approach responses was reduced to chance in animals tested with one ear occluded by wax ear plugs which attenuated but did not totally eliminate sound. The effect of monaural ear blocks was more severe than binaural blocks, which reflects the importance of binaural cues in the maintenance of approach responses to sound. In a second study, the ability of older animals, 11-31 days of age, was examined. Directional approach responses to sound were also evident at this age, and ear plugs disrupted performance only under monaural conditions. Furthermore, in animals raised from birth with monaural ear blocks but tested without ear plugs, there was a subsequent disruption of performance for at least 21 days. These results indicate the importance of binaural cues in the development of early auditory spatial responses and suggest the need for appropriate binaural experience for subsequent localization of sounds.     

Ego development in perspective: Structural stage,functional phase,and cultural age-period models

Ego development is emerging as one of the more important areas of research in developmental psychology. This paper presents a structural stage approach to ego development and distinguishes it from two other models of ego development, which are termed functional phases and cultural ages. Two subtypes are also delineated within the structural stage approach—a monodomain and a multisubdomain—and the latter is argued for. These concepts are then illustrated through an analysis of four prominent ego development theories—those of Robert Selman, Robert Kegan, Jane Loevinger, and Erik Erikson. The important similarities and critical differences of the theories are clarified, which enables the authors to present a summary integration.