pervasive developmental disorder
| developmental milestones | <paediatrics> (1-3 years) In ascending order: masters walking, recognises gender differences, uses up to 8 words and understands simple commands, able to run, pivot and walk backwards, uses spoon to feed self, can name pictures of common objects, can point to body parts, imitates speech of others, begins pedaling tricycle, learns to take turns in play with other children, able to feed self neatly with minimal spill, able to say first and last name, able to draw a line when shown, dresses self with minimal help, learns to share toys without parent direction (12-18 years) In ascending order: boys exhibit secondary sexual characteristics (chest, facial, axillary and pubic hair growth voice changes, penile enlargement), movement into adult height/weight category, cognitive abilities move from simply concrete to abstract, peer acceptance and recognition is vital (3-6 years) In ascending order: rides tricycle well, able to draw a circle, able to draw stick figures, hops on one foot, catches a bounced ball, understands size concepts, enjoys rhymes and word play, able to skip, increased independence in performing tasks without parental assistance, begins to ride bicycle, understands time concepts, begins to recognise written words, starts reading skills, starts school (6-12 years) In ascending order: understands and is able to follow sequential directions, beginning skills for team sports, begins to lose baby teeth and erupt permanent teeth, reading skills develop further, peer recognition becomes important, girls begin to demonstrate secondary sexual characteristics (pubic hair, axillary hair, breast development), first menstrual period may occur (birth-1 year) In ascending order: displays social smile, rolls over by self, able to sit alone without support, babbling, plays peek-a-boo, eruption of first tooth, pulls self to standing position, walks while holding on to furniture or other support, says mama or dada in proper situations, able to drink from cup, understands NO and will stop activity in response, walks without support (27 Sep 1997) |
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| adlerian psychology | A theory of human behaviour emphasizing humans' social nature, strivings for mastery, and drive to overcome, by compensation, feelings of inferiority. Synonym: adlerian psychoanalysis, adlerian psychology. (05 Mar 2000) |
| adolescent psychology | Field of psychology concerned with the normal and abnormal behaviour of adolescents. It includes mental processes as well as observable responses. (12 Dec 1998) |
| analytical psychology | The theory of psychopathology and the practice of psychotherapy, according to the principles of Jung, which utilises a system of psychology and psychotherapy emphasizing man's symbolic nature, and differs from freudian psychoanalysis especially in placing less significance upon instinctual (sexual) urges. Synonym: analytical psychology. (05 Mar 2000) |
| animal psychology | A branch of psychology concerned with the study of the behaviour and physiological responses of animal organisms as a means of understanding human behaviour; some synonyms include comparative psychology, experimental psychology, and physiological psychology. (05 Mar 2000) |
| atomistic psychology | Any psychologic system based on the doctrine that mental processes are built up through the combination of simple elements; e.g., psychoanalysis, behaviourism. (05 Mar 2000) |
| behavioural psychology | A psychologic theory developed by james b. Watson concerned with studying and measuring behaviours that are observable. (12 Dec 1998) |
| behaviouristic psychology | A branch of psychology that uses behavioural approaches such as desensitization and flooding in contrast to counseling and other psychodynamic approaches to the treatment of psychological disorders. See: behaviour therapy. (05 Mar 2000) |
| genetic psychology | A science dealing with the evolution of behaviour and the relation to each other of the different types of mental activity. (05 Mar 2000) |
| gestalt psychology | The theory in psychology that the objects of mind come as complete forms or configurations which cannot be split into parts; e.g., a square is perceived as such rather than as four discrete lines. Origin: see gestalt (05 Mar 2000) |
| religion and psychology | The interrelationship of psychology and religion. (12 Dec 1998) |
| medical psychology | The branch of psychology concerned with the application of psychologic principles to the practice of medicine; the application of clinical psychology or clinical health psychology, usually in a hospital setting. (05 Mar 2000) |
| child psychology | The study of normal and abnormal behaviour of children. (12 Dec 1998) |
| clinical psychology | A branch of psychology that specialises in both discovering new knowledge and in applying the art and science of psychology to persons with emotional or behavioural disorders; subspecialties include clinical child psychology and paediatric psychology. (05 Mar 2000) |
| cognitive psychology | <study> A branch of psychology that attempts to integrate into a whole the disparate knowledge from the subfields of perception, learning, memory, intelligence, and thinking. (05 Mar 2000) |