PSYC 290 Week 7 Sexually Transmitted Infections in the Elderly

Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name

Date

Sexually Transmitted Infections in the Elderly

Recent studies show a notable rise in sexually transmitted infections (STIs) among the elderly. Diseases such as gonorrhea, chlamydia, and HIV are largely driven by unprotected sexual activities, often due to a lack of abstinence. Various factors increase the vulnerability of older adults to STIs, including the loss of a spouse, evolving sexual behaviors as people age, and engaging in risky sexual activities. Addressing the increased risk of STIs in the elderly is crucial, and healthcare professionals should provide support and counseling. Encouraging healthy sexual practices, such as the use of protection, and offering therapy to older individuals can be instrumental in mitigating the issue. This research seeks to understand the factors contributing to the rise of STIs among the elderly and explores potential strategies to address this growing concern.

In the U.S., there is a prevailing stigma surrounding the sexuality of older adults. Many assume that older people are not sexually active; however, a significant portion remains sexually active well into later life. A study involving more than 3,000 individuals aged 57–85 revealed that many were still engaging in sexual activities (Lindau et al., 2007). This ongoing sexual activity increases the risk of STIs among this demographic. Understanding why older adults are at greater risk is essential, along with identifying possible interventions.

Sexual Relations

The rise in divorce rates and societal acceptance of having multiple romantic partners contribute to an increase in risky sexual behavior, particularly among older adults. As individuals enter mid-to-late adulthood, many find themselves re-entering the dating scene, often through online platforms. Dating apps have facilitated new forms of interaction, often with minimal knowledge about potential partners’ sexual histories. Following the loss of a spouse or child, many older adults engage in new sexual relationships, sometimes with multiple partners, which heightens their risk of contracting STIs. Older adults may mistakenly believe they are at a lower risk of STIs, under the assumption that such infections only affect younger age groups. This misconception, coupled with multiple partners, increases the likelihood of STIs at any age.

Won’t Get Pregnant

Many older individuals believe that once they have reached menopause, they are no longer at risk and can safely engage in unprotected sex. However, this false sense of security can lead to increased sexual risk-taking. According to Milly Evans (2019), many older adults lack proper knowledge about STI prevention and view condoms primarily as a means of preventing pregnancy. They often fail to recognize STI symptoms or know where to get tested, leading to late diagnoses. While pregnancy may no longer be a concern, unprotected sex still carries significant risks, especially when partners are unaware of each other’s STI status. Using condoms is essential not only to prevent pregnancy but also to guard against STIs.

Getting Screened

Elderly individuals may feel embarrassed or judged when seeking STI screening, as healthcare settings often focus on younger populations. Programs aimed at promoting STI testing among younger people may inadvertently create uncomfortable environments for older adults, who might find themselves sitting among adolescents in waiting rooms (Evans, 2019). This discomfort, combined with societal stereotypes that older adults are not sexually active, can prevent them from seeking proper care. Additionally, some healthcare providers may assume their elderly patients are not sexually active or may feel uncomfortable discussing sexual health with them, resulting in a lack of communication about STI prevention and safe sexual practices (Evans, 2019).

Solutions

The most effective solution for preventing STIs is abstinence. However, for those who remain sexually active, using protection such as condoms is vital. Regular STI screening is also crucial, especially for those with multiple partners. Treatments for STIs include antibiotics or antiviral medications, depending on the infection (Mayo Clinic Staff, 2019). Promoting awareness and reducing the stigma surrounding sexual health in older adults can also encourage more individuals to seek testing and adopt safer sexual behaviors.

References

Evans, M. (2019, July 19). Why are STIs on the rise in older people? Retrieved from https://patient.info/news-and-features/why-are-stis-on-the-rise-in-older-people
Lindau, S. T., Schumm, L. P., Laumann, E. O., Levinson, W., O’Muircheartaigh, C. A., & Waite, L. J. (2007). A study of sexuality and health among older adults in the United S

tates. The New England Journal of Medicine, 357(8), 762–774. https://doi.org/10.1056/NEJMoa067423

PSYC 290 Week 7 Sexually Transmitted Infections in the Elderly

Mayo Clinic Staff. (2019, October 29). Sexually transmitted diseases (STDs). Retrieved from https://www.mayoclinic.org/diseases-conditions/sexually-transmitted-diseasesstds/diagnosis-treatment/drc-20351246

Table: Summary of STI Factors and Solutions for Elderly Adults

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PSYC 290 Week 6 Discussion: Middle Adulthood Development

Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name

Date

Middle Adulthood Development

In middle adulthood, individuals often experience physical declines, which can be mitigated by adopting healthier habits early in life. The physical challenges faced in middle age, such as weight gain, decreased muscle mass, or cardiovascular issues, can be reduced through proactive lifestyle changes. For a 30-year-old, simple adjustments in daily routines related to diet, exercise, and stress management can significantly impact their physical health at 50.

Diet plays a critical role in long-term health. Women’s Health emphasizes that a person’s health in their 30s is a key determinant of future well-being. Consuming a balanced diet that includes whole grains, fruits, and vegetables while avoiding processed foods is crucial. Additionally, maintaining a healthy weight through mindful eating habits can help prevent negative physical outcomes later in life. Incorporating these dietary habits early on can prevent issues like cardiovascular diseases, obesity, and diabetes as one ages (Women’s Health, 2019). Utilizing mobile apps to track food intake is a practical way to stay accountable and ensure consistency in making healthier food choices.

Exercise is equally important in reducing future health risks. Regular physical activity, especially 30 minutes a day, 5-7 days a week, can help maintain muscle mass, reduce the risk of chronic diseases, and support mental health (Santrock, 2019). Walking, jogging, or engaging in physical activities like dog walking can have a significant impact. Furthermore, establishing exercise routines in your 30s makes it easier to sustain them later in life. The combination of regular exercise and a healthy diet not only prevents weight gain but also enhances mood, energy levels, and overall physical fitness.

Stress management is another critical aspect of health that often goes overlooked. Chronic stress can lead to physical damage such as cardiovascular issues, immune dysfunction, and anxiety (Santrock, 2019). Learning to manage stress in a healthy manner is essential for long-term health. Mindfulness exercises such as grounding techniques—identifying sensory experiences like sights, sounds, and smells—can help individuals remain present and reduce anxiety (Cocozza, 2019). Additionally, not comparing oneself to others, setting realistic goals, and ensuring sufficient sleep are key components of reducing stress. These practices help in creating a balanced life and preventing the negative physical effects associated with chronic stress.

Summary Table

By making small, consistent changes in diet, exercise, and stress management, individuals can significantly reduce the negative physical consequences they might otherwise face in middle adulthood. Adopting these healthy habits early on will not only enhance physical well-being but also improve overall quality of life.

References

Cocozza, P. (2019, February 3). ‘You will have an emotional reboot’: The ultimate guide to stress at every age. The Guardian. https://www.theguardian.com/lifeandstyle/2019/feb/03/ultimate-guide-stress-at-every-age

Healthy living in your 30s. (2019, June 7). Women’s Health. https://www.womenshealth.gov/healthy-living-age/your-30s

PSYC 290 Week 6 Discussion: Middle Adulthood Development

Santrock, J. W. (2019). Life-span development (17th ed.). McGraw-Hill Education.

PSYC 290 Week 5 Create Exam Questions

Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name

Date

Exam Questions

CO1: Apply Principles of Developmental Theories to Explain Physical, Cognitive, and Socioemotional Development Throughout the Lifespan.

CO2: Compare Normal Physical, Cognitive, and Socioemotional Development with Abnormal Development Throughout the Lifespan.

CO3: Explain the Progression of Development Across the Human Lifespan and Assess Options to Improve Quality of Life.

References

Arain, M., Haque, M., Johal, L., Mathur, P., Nel, W., Rais, A., … Sharma, S. (2013). Maturation of the adolescent brain. Neuropsychiatric Disease and Treatment, 9, 449–461. https://doi.org/10.2147/NDT.S39776

PSYC 290 Week 5 Create Exam Questions

Santrock, J. W. (2019). Life-span Development (17th ed.). Retrieved from https://online.vitalsource.com/#/books/9781260166323/cfi/6/

PSYC 290 Week 4 The Adolescent Brain Handout

Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name

Date

Why Do Teens Act Like a Hamster Is Running Around in Their Brains?

During adolescence, particularly when puberty begins, teens tend to exhibit more emotional responses and impulsive behaviors. This is largely due to the rapid development of the limbic system, which controls emotions and drives, while the prefrontal cortex, responsible for judgment and decision-making, develops more slowly (Santrock, 2019). The limbic system’s heightened activity paired with the slower maturation of the prefrontal cortex can make teens more prone to acting on impulse and less capable of making sound decisions. As a result, teens may often appear irrational or overly emotional during this developmental stage.

The prefrontal cortex, which is crucial for judgment and rational thinking, continues to mature into early adulthood. This delay in development can lead to challenges in regulating emotions and behaviors, particularly during the teenage years (Santrock, 2019). Parents and guardians often find themselves navigating these emotional shifts as teens struggle with self-regulation, judgment, and decision-making.

How Can We Help Teens Manage Their Emotions, Impulses, and Behavior?

Helping teens navigate their emotional and behavioral challenges involves guiding them through this developmental period. One effective strategy is behavioral control, where parents or caregivers actively listen, engage in discussions, and offer guidance. This approach provides teens with a framework to better understand and manage their emotions and actions (Arain et al., 2013). Moreover, it is important to closely monitor the teen’s social environment, including their friends, social media activities, and group behavior, as peer influence plays a significant role in their development.

By encouraging teens to practice decision-making and guiding them in developing better judgment, parents can help facilitate the maturation of the prefrontal cortex. Allowing teens some freedom to make decisions within limits can help them learn from their mistakes and grow into more responsible individuals. Overprotection may hinder their ability to learn crucial life skills, such as independence and problem-solving.

Supporting Teens Through Self-Regulation and Risk Management

Self-regulation is another critical aspect of adolescent development. During adolescence, the brain’s capacity for self-regulation is still maturing, making teens more prone to taking risks (Arain et al., 2013). Parents can play a vital role by helping their teens make more logical choices, guiding them away from potentially harmful situations. This involves fostering a supportive relationship, where teens feel comfortable seeking guidance and advice when faced with difficult decisions.

Effective parenting during this stage is not about holding a teen’s hand through every challenge but rather teaching them how to make thoughtful decisions on their own. Parents should act as a safety net, providing support and guidance while allowing their teens the space to grow and develop into independent individuals.

References

Arain, M., Haque, M., Johal, L., Mathur, P., Nel, W., Rais, A., … Sharma, S. (2013). Maturation of the adolescent brain. Neuropsychiatric Disease and Treatment, 9, 449–461. https://doi.org/10.2147/NDT.S39776

PSYC 290 Week 4 The Adolescent Brain Handout

Santrock, J. W. (2019). Life-span Development (17th ed.). Retrieved from https://online.vitalsource.com/#/books/9781260166323/cfi/6/

PSYC 290 Week 3 Essay Questions

Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name

Date

Healthy Behavioral Practices and Physical Activity

My partner and I have actively engaged in promoting healthy behavioral practices and physical activity for our child, James, from an early age. We established a strong base for secure attachment, showing James that we would always be there for him during vulnerable moments (Boyd & Bee, 2015, p. 133). A significant example of this occurred when James was three years old and became afraid of monsters under his bed. This fear is quite typical for children of his age. I remember having a similar fear when I was that age. To help James manage this fear, I would listen to his concerns, look for the monster, and eventually reassure him that it was just a figment of his imagination. Through these interactions, James learned to trust us, which helped him achieve emotional regulation (Boyd & Bee, 2015). As Boyd and Bee (2015) suggest, children with secure attachments to their parents tend to experience fewer behavioral issues (p. 191). Additionally, Boyd and Bee define neglect as a failure to provide emotional and physical support (p. 156), which is crucial in preventing behavioral problems later in life.

In promoting physical activity, we noticed that James enjoys biking the most. While he also engages in playing catch and shooting mini-basketballs, biking remains his favorite. Following expert advice, we focused on keeping his activities fun to encourage continued participation (Gavin, 2018). We regularly take turns riding with James around the block, sometimes even involving his younger sister, Maricruz, to make it a family activity (Boyd & Bee, 2015).

Development of Language and Cognitive Skills

A formal assessment conducted by an early development specialist showed that James scored above average on language comprehension and production but below average in understanding quantitative relationships, counting skills, and age-appropriate reasoning tasks (Boyd & Bee, 2015). James began to sing songs from preschool, which were initially off-key, and he showed little interest in music. In an attempt to engage him, we took him to local performances targeted at children, hoping it would foster his interest in music and aid in his language development (Boyd & Bee, 2015).

In addition, I noticed James’ love for storytelling. While his stories were sometimes missing details, I encouraged him to fill in gaps by asking specific questions. This interaction appeared to help him during his developmental assessment, where he could tell more detailed and coherent stories (Boyd & Bee, 2015). Around this time, James began to tell small lies, a development linked to his growing theory of mind, which involves understanding others’ beliefs, desires, and behaviors (Boyd & Bee, 2015). I used these moments to teach him about empathy and the consequences of lying (Boyd & Bee, 2015; Cherry, 2019).

Adapting to Social Situations and Behavioral Problems

James exhibited some shyness when starting preschool, which I addressed by organizing a playdate with one of his classmates, helping him grow more comfortable in social settings (Boyd & Bee, 2015). However, we noticed some behavioral regressions after the birth of his baby sister. James began to imitate his sister’s babyish behaviors, showing more whining and demanding tendencies. Nonetheless, he also displayed pride in being the older sibling. We nurtured his prosocial behaviors by involving him in small tasks, like fetching his sister’s bottle or checking on her, which helped develop his altruistic side (Boyd & Bee, 2015).

Academic Progress of James

At the age of 4, James quickly mastered the alphabet and learned the corresponding sounds of the letters. By age 5, he was capable of reading simple rhyming books. His language skills continued to improve during his first-grade year, and he was soon reading books at both the first and second-grade levels. His language development was so pronounced that his first-grade report card highlighted his strengths in reading, writing, speaking, and listening (Boyd & Bee, 2015).

PSYC 290 Week 3 Essay Questions

Unfortunately, James has consistently struggled with mathematics since the age of 4. His report card noted that he required additional support in mathematical problem-solving and understanding concepts related to numbers and data (Boyd & Bee, 2015). To assist James in overcoming these difficulties, I introduced computer math games, board games, and dice games designed to make learning math fun and relatable (Boyd & Bee, 2015).

Personality and Behavioral Continuities

From an early age, James demonstrated appropriate social interactions with his peers. At the age of 3, James consistently showed cooperative behavior and maintained a friendly personality, which made him well-liked among his peers. His activity levels also remained steady from ages 3 to 6, with James displaying normal physical activity and maintaining a fit condition.

However, a novel issue arose when James turned 6—he began bed-wetting, which caused him significant embarrassment. To protect his self-esteem, I approached the situation with calmness and involved him in washing the sheets and remaking the bed. The cause of James’ bed-wetting is unclear, but the Mayo Clinic (2017) suggests that this is a common issue among 6-year-olds, potentially caused by factors such as a small bladder or anxiety. I suspect James’ bed-wetting may be related to the stress of the divorce (Boyd & Bee, 2015).

James’ Intelligence and Development

Howard Gardner’s theory of multiple intelligences includes verbal, logical-mathematical, spatial, musical, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal intelligences. James demonstrated linguistic intelligence through his ability to sound out words since second grade, his daily reading habit, and his success in language arts. He even wrote and illustrated his first book. His verbal scores from the Wechsler Intelligence Scale placed him in the gifted range, with scores of 15 for Information, 17 for Vocabulary, 16 for Similarities, and 16 for Comprehension (Boyd & Bee, 2015).

In contrast, James struggled with logical-mathematical intelligence, experiencing frustration in third-grade math. His scores on math-related tests from the psychologist were below average, indicating difficulty in understanding math concepts and computations. Consequently, I sought help from a tutoring center specializing in math intelligence (Boyd & Bee, 2015). James also lacked musical intelligence, demonstrated by his off-key singing. However, he showed bodily-kinesthetic intelligence when he performed a hip-hop dance at the school talent show, doing an impressive job and enjoying the experience (Boyd & Bee, 2015).

Table: James’ Intelligence Development

Gender Role Socialization and Attitudes

At ages 6 and 8, James exhibited behaviors that reflected typical American gender role socialization. For example, he discriminated against his female classmates during recess, which I acknowledged as normal for his age, but I made sure to let him know that it was acceptable to play with girls if he chose to do so. I also assigned him chores traditionally associated with female roles, such as laundry. These actions reflect my more flexible attitude towards gender roles, which differs from traditional American views. I attribute this perspective to my personal experiences and evolving understanding of gender fluidity (Boyd & Bee, 2015).

My more progressive stance on gender roles stems from growing up in a time when transgender issues became more widely known, contrasting with the traditional views held by my parents who emigrated from Guatemala. As I became more informed, I taught James to develop open-minded and educated opinions about others, regardless of their gender identity or expression (Boyd & Bee, 2015).

Table: James’ Gender Role Socialization

Socioeconomic and Cultural Influences on Development

James was raised in a working middle-class family, with access to adequate resources for education, health, and psychological development. If James had been raised in a low-income family, his development might have been significantly different. Children from low-income families tend to experience high levels of stress, limited healthcare, and fewer intellectual stimuli. They also face physical challenges, such as higher rates of birth defects, poor nutrition, and recurring illnesses. Emotionally, children from such backgrounds often lack parental support and experience harsher disciplinary methods (Boyd & Bee, 2015).

Intellectually, low-income children are likely to score lower on IQ tests, progress slowly through cognitive development stages, and perform poorly in school. Socially, these children are at a higher risk for behavioral issues and exposure to violence, contributing to emotional problems such as post-traumatic stress disorder (PTSD). Without proper intervention, these challenges can follow them into adulthood (Boyd & Bee, 2015).

Academic Progress in Mathematics

At age eight, a psychologist’s report indicated that James’ performance in math concepts, math application problems, and math computation was below average. Despite this, I remained undeterred and continued taking him to his math tutor (Boyd & Bee, 2015). By the age of ten, James showed noticeable improvement in his ability to concentrate on tasks for longer periods, which positively impacted his math skills. Although he still struggled with grade-level math, particularly story problems, he would become discouraged quickly if he couldn’t figure out the correct procedure. However, his improved concentration and willingness to accept my help allowed me to guide him through sample problems, clarify misunderstandings, and help him develop problem-solving strategies independently. James’ efforts paid off, as reflected in his 5th-grade report card. He finally achieved a “grade-appropriate” status in areas such as mathematical problem-solving, understanding data, number concepts, graphical applications, and arithmetic computation (Boyd & Bee, 2015).

Social and Emotional Development

Socially, James has always adapted well. At ten years old, he gets along with most people, enjoys popularity among his peers, and participates in numerous social and after-school activities. To foster his positive social habits, I encourage him by allowing friends to visit our home and permitting him to stay at their homes as well. His only social challenge thus far has been the transition to a new school with older students. James has expressed concerns over urban legends he has heard regarding what happens to 6th graders in middle school. To ease his anxiety, I reassured him by sharing that I also heard similar stories when I was his age, and none of them turned out to be true (Boyd & Bee, 2015).

Emotionally, however, James has recently regressed. Two significant factors contributed to this regression. The first was my job promotion, which required me to travel frequently, disrupting both James’ and his sister Maricruz’s routines. James became noticeably moody and struggled to manage his emotions in my absence (Boyd & Bee, 2015). The second reason for his emotional regression was the introduction of my new boyfriend. James has become distant towards me and openly hostile towards my boyfriend, despite his best efforts to build a relationship with James. Although I find this situation difficult, I choose not to punish James for his behavior and reassure my boyfriend that James will eventually adjust (Boyd & Bee, 2015).

Changes in Parenting Style

My parenting style has evolved significantly since the preschool period. During those earlier years, my primary role was to encourage the development of prosocial behaviors and prepare James for the social world of school and friendships. At that time, I was James’ best friend and main support system as he began to explore the world with increasing curiosity and confidence. However, as James has grown, my role has shifted to providing more guidance and fostering his independence, particularly as he navigates the social and academic challenges of middle childhood (Boyd & Bee, 2015).

Academic Progress in Mathematics

Social and Emotional Development

Parenting Changes Over Time

References

Boyd, D. R., & Bee, H. L. (2015). Lifespan development. Boston: Pearson.

Cherry, K. (2019, March 15). Why Theory of Mind Is Important for Social Relationships. Retrieved from https://www.verywellmind.com/theory-of-mind-4176826

Gavin, M. L. (Ed.). (2018, June). Motivating Kids to Be Active (for Parents). Retrieved May 25, 2019, from https://kidshealth.org/en/parents/active-kids.html

PSYC 290 Week 3 Essay Questions

Boyd, D. R., & Bee, H. L. (2015). Lifespan development. Boston: Pearson.

Bed-wetting. (2017, October 26). Retrieved from https://www.mayoclinic.org/diseases-conditions/bed-wetting/symptoms-causes/syc-20366685

PSYC 290 Week 2 Discussion: Development in Infancy

Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name

Date

Discussion: Development in Infancy

Choosing the Best Childcare Arrangement

Researchers such as Ainsworth, Bowlby, and Harlow have extensively studied the significance of attachment in infancy. When deciding on the best childcare arrangement for an 8-month-old, it is important to weigh various factors, including family circumstances, financial situation, and available childcare options. According to attachment theory, especially Bowlby’s perspective, infants form strong emotional bonds with their primary caregivers between 7 to 24 months (Santrock, 2019, p. 181). These bonds are critical for their emotional and psychological development. Therefore, it may seem advantageous for a parent to stay at home and provide consistent care for the infant during this period. However, other factors such as access to high-quality childcare must be considered.

Socioeconomic status plays a crucial role in this decision. Families with higher incomes may be more inclined to opt for formal childcare facilities due to the high cost of such services. According to John Santrock in Life-Span Development, high-quality childcare includes a safe environment, age-appropriate activities and toys, and a low caregiver-to-child ratio to ensure personalized attention (Santrock, 2018, p. 190). For families who can afford such care, daycare may provide a stimulating environment that supports the infant’s cognitive and social development.

The Role of Home Care and Parental Presence

Bowlby’s theory emphasizes the importance of having a consistent and responsive caregiver at home during the early stages of attachment development. For this reason, having a parent, whether the mother or father, at home can be particularly beneficial for the child. A nurturing home environment, free from conflict, where the caregiver is attuned to the child’s emotional needs, creates a secure attachment that fosters healthy emotional and social development. Research by Shpancer (2017) supports this by highlighting the influence of a stable home environment on a child’s development, pointing to factors like parental education, family income, and the psychological well-being of the caregiver as predictors of positive outcomes (Shpancer, 2017, para. 6).

In this context, home care with a parental figure could be the optimal arrangement for an 8-month-old, provided the family situation supports this. However, the needs of the child and family dynamics can vary. In some cases, the parent may not be able to stay at home due to work obligations, and in such situations, high-quality daycare could be an excellent alternative.

Combining Home Care and Formal Childcare

In my view, a balanced approach that incorporates both parental care and formal childcare is ideal. By maintaining a consistent schedule, the child benefits from the attachment formed with their primary caregiver while also gaining exposure to formal childcare environments. This mixture can prevent separation anxiety and provide the child with developmental opportunities in both settings. For instance, time at a daycare center can help infants learn to interact with peers and become comfortable in a group setting, while the care provided by a parent ensures strong emotional security.

Ultimately, there is no universally correct childcare arrangement. The decision depends on each family’s unique situation and what they believe is best for their child’s overall development.

References

Blossfeld, H. P., Kulic, N., Skopek, J., & Triventi, M. (2017). Childcare, early education and social inequality: An international perspective. Northhampton, MA: Edward Elgar Publishing, Inc. https://doi.org/10.4337/9781786432094

Santrock, J. W. (2018). Life-span development. New York, NY: McGraw-Hill Education.

PSYC 290 Week 1 Major Perspectives of Psychology in Everyday Life

Shpancer, N. (2017). Non-parental daycare: What the research tells us. Psychology Today. Retrieved from https://www.psychologytoday.com

PSYC 290 Week 1 Major Perspectives of Psychology in Everyday Life

Name

Chamberlain University

PSYC-290 Lifespan Development

Prof. Name

Date

Major Perspectives of Psychology in Everyday Life

In the study of psychology, five major perspectives provide distinct insights into human behavior: the psychoanalytic/psychodynamic, behavioral, humanistic, cognitive, and neuroscientific/biopsychological perspectives (Chamberlain, 2019). Each perspective offers a unique explanation of why individuals act the way they do. This week, I explored these perspectives, understanding that they provide diverse viewpoints to analyze behaviors in everyday situations. For example, when considering recent decisions made by public figures such as the Duke and Duchess of Sussex, these perspectives can help us understand their motivations. In 2020, the Duke and Duchess announced they would step back as senior members of the Royal Family and begin to split their time between the U.K. and North America (Bruner & McCluskey, 2020). They expressed their intent to become financially independent while continuing to support the monarchy.

The announcement sparked a debate, with many speculating about the Duchess’s role in the couple’s decision. Some viewed the decision through various psychological lenses, including the behavioral and cognitive perspectives.

Behavioral Perspective

From a behavioral perspective, actions are influenced by external stimuli. Behavioral psychologists argue that environmental factors condition individuals to behave in certain ways. In the case of the Sussexes, this perspective would suggest that their decision to step back from the Royal Family is a response to external pressures such as media scrutiny. Behavioral psychologists might assert that the couple’s decision was influenced by their need for privacy and freedom from constant media attention. The Sussexes’ desire to live a quieter life, regardless of public opinion, exemplifies behavior shaped by external environmental factors.

Cognitive Perspective

In contrast, the cognitive perspective focuses on how individuals’ thoughts, feelings, and expectations influence their behavior. Cognitive psychologists would explain the Sussexes’ decision by analyzing their personal experiences and expectations. For instance, Meghan Markle did not grow up in the Royal Family, and her upbringing might have shaped her desire to give her children a private life. Cognitive psychologists would argue that her experiences and expectations of independence and privacy led to the decision to move away from the royal spotlight. The couple’s choice to carve out a new role for themselves reflects their personal expectations of a better future for their family.

Conclusion

Ultimately, the Duke and Duchess of Sussex’s decision to part from the Royal Family can be interpreted through different psychological perspectives. Whether viewed through the lens of behavioral psychology, which focuses on external stimuli, or cognitive psychology, which centers on individual thoughts and expectations, these perspectives offer a deeper understanding of human behavior. Meghan Markle’s upbringing, expectations for her family’s privacy, and the couple’s desire for independence reflect how personal experiences and external pressures can shape significant life decisions.

Table: Psychological Perspectives and the Sussexes’ Decision

References

Bruner, R., & McCluskey, M. (2020, January 13). Prince Harry, Meghan Markle Step Down: Everything We Know. Time. Retrieved from https://time.com/5761547/prince-harry-meghanmarkle-step-back-senior-royals/

Chamberlain University. (2019). Lesson 1. Retrieved from https://chamberlain.instructure.com/courses/55959/pages/week-1-lesson-introduction-research-and-biological-foundations?module_item_id=7259100

PSYC 290 Week 1 Major Perspectives of Psychology in Everyday Life

Daniels, N. (2020, January 10). What Do You Think About Prince Harry and Meghan ‘Stepping Back’? The New York Times. Retrieved from https://www.nytimes.com/2020/01/10/learning/what-do-you-think-about-prince-harry-and-meghan-stepping-back.html