Biological and Social Development as an Individual, within a Family, Community and Society

1. Biological and Social Development as an Individual, within a Family, Community and Society By: Emily Griffith

2. Biological development within the Individual Brain development As an individual develops, more cognitive control areas of the brain are triggered (Banich et al., 2013, p. 418).

3. Biological development within the Individual Brain development As individuals age, more later choices are implemented through the development of their prefrontal cortex (Banich et al., 2013, p. 423). Stanford marshmallow experiment

4. Biological development within the Individual Temperament and Social Responsiveness • Highest discomfort in temperament at 2 years old (Miller et al., 2012, p. 283). • When a child 3 to 4 years old is shy, there is lower social motivation, less impulsivity and lower activity level (Miller et al., 2012, p. 283). • Restraining oneself and focusing on a topic were impaired when temperament is low (Miller et al., 2012, p. 284). • Males have more of a lack of social communication that makes relationships difficult (Miller et al., 2012, p. 284). • Mothers with low education are more likely to have children with social impairments (Miller et al., 2012, pp. 284-285). • .

5. Social development within the Individual Divorce affecting the child • Economic distress is one of the main reasons for divorce (Bing et al., 2009, p. 161). • The more conflict that occurs between parents, the more harm emotionally and physically occur to the child (Bing et al., 2009, p. 161). • When parents have an adopted child and are hostile, at 27 months the toddler has the highest aggression (Stover et al., 2011, p. 405). • Some results that affect the child their parents having a divorce include depression, aggression, acting out towards authority figure, antisocial trends, and having a difficult time connecting with peers (Bing et al., 2009, p. 161).

6. Social development within the Individual Divorce affecting the parents • Parents are affected by divorce as well as the children (Kalmijn & Graaf, 2012 pp. 269-280). • When parents have more liberal norms, the effects on divorce are less impacting (Kalmijn et al., 2012, p. 274). • Couples that are married or living together are more likely to say that their parents’ relationships affected their perception on relationships and also from substance abuse tendencies (Gatins et al., 2013, p. 321).

7. Social development within the Individual Adolescent’s viewpoint on divorce • As children get older, their perception of the reality towards their parents’ situation changes (Gatins et al., 2013, p. 321). • When they were asked whether the impact of divorce on children are exaggerated, adolescents responded with a strong no and believed them to be actually underestimated (Gatins et al., 2013, p. 322). • Adolescents believed that economic issues after a divorce have negatively affected them, whereas middle school boys disagreed with this (Gatins et al., 2013, p. 322).

8. Biological development within the Family Genetic Cognitive Ability • Genes & the environment affect cognitive ability (Brant et al., 2013, pp. 1487-1495). • The amount of genes that become more heritable start increasing as one ages (Molenaar et al., 2013, p. 212). • Individuals within a family with high IQ tend to have a longer period of sensitive development (Brant et al., 2013, p. 1492). • Individuals that have higher IQ’s have been found to have more of the nurture influence from the environment when entering into adolescence (Brant et al., 2013, pp. 1487-1495). • For ages 4-10 and 11-13, as environment stimulants decrease on individuals, the extent of genetics boosts (Molenaar et al., 2013, p. 217).

9. Social development within the Family Poverty • The amounts of children from communities with large amounts of poverty are more likely to underachieve than children from communities filled with wealth (Lee at al., 2012, p. 141). • When children are living in poverty conditions, expectations or lack therefore of are placed upon their future in education (Lee et al., 2012, p. 141). • Some parents may either positively or negatively influence their child’s educational goals because they are protective of them (Lee et al., 2012, p. 148). • Adolescents in societies with low socioeconomic status have higher social and physical anxiety (Vine et al., 2012, p. 827).

10. Biological development within the Community & Society Brain networks • Brain networks function through being very close together and having connections quickly and efficiently with one another (Alexander-Bloch et al., 2013, p. 2892). • When some of the nodes are the same, they can travel to others faster (Alexander-Bloch et al., 2013, p. 2892). • As the distance between nodes increases, the amount of connectivity declines (Alexander-Bloch et al., 2013, p. 2897). T • The brain regions are separated based on each individual’s development patterns (Alexander-Bloch, et al., 2013, p. 2897). • As the brain matures, research has shown that cortical thickness increases substantially (Alexander-Bloch et al., 2013, p. 2897).

11. Social development within the Community & Society Self-esteem in children • Antisocial behavior can be created through children associating with peers that have bad influential behavior (Monahan, Goldweber, Meyer, Cauffman, 2012, p. 77). • When children are put in peer pressure situations many times, they do not always develop the ability to resist it as they age (Monahan et al., 2012, p. 77). • How young females view themselves may differ from others; when their self-image is negative is depletes their well-being, creates insecure attachment and can lead to delinquency (Monahan et al., 2012, p. 80).