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POSITIVE DEVELOPMENT ACROSS LIFESPAN :baby: :girl::skin-tone-4::man::skin…

- - - - Optimism, internal locus of control and positive self-concept. :smile:
      - Availability of outlets to focus on (e.g. hobbies). :fishing_pole_and_fish:
      - Structure, male role models and encouragement of emotional expressiveness (for boys). :boy::skin-tone-2:
      - Good social and communication skills, with at least one good friend. :couple:
      - Employed mothers, emphasising risk taking and reliable support from an older female (for girls). :girl::skin-tone-4:
      - Ability to detach from unhealthy relationships and finding supportive surrogate (e.g. teacher).
      - Having religious beliefs. :pray:
  - - - Older adults maintain fewer, but more intimate, social relationships, recognise emotions better and regulate emotions in more adaptive ways.
      - Drive for information and developing positive self-concept becomes less important with age, but drive for emotional self-regulation rises
  - - - Intelligence
      - Personality disposition
      - Cognitive style
      - Life experiences
- - - - Openness to Experience
        
        •Efficient perception of reality
        •Acceptance (self, others and nature)
        •Continued freshness of appreciation
        •Spontaneity
        •Creativeness
        •Peak performance
      - Ethical standards
        
        • Democratic character
        • Discrimination between means and ends
      - Positive Relationship with Others
        
        Social interest
        
        Interpersonal relations
        
        Philosophical, unhostile humour
        
        Problem centring
      - Autonomy
        
        •Independence of culture and environment
        •Resistance to enculturation
        •Need for privacy
  - - - Extreme distortion of reality (e.g. delusional projection or psychotic denial)
    - - Acts of projection, hypochondriasis, passive-aggression and acting-out
    - - Normal acts (e.g. reaction, intellectualisation, repression, displacement, dissociation)
    - - Maximising gratification but being aware of underlying feelings (e.g. altruism, sublimation, anticipation, humour)
- - - - INITIATIVE
        •Capacity to organise effort to achieve a goal (esp. when dealing with challenges).
        •Developing future time perspective - learn that success correlates with effort invested.
        •Learning to plan, taking into account multiple stakeholders.
        •Developing linguistic tool for logistic thinking (e.g. scenario planning and using “if-then” sentence).
      - RESPONSIBLE SELF
        Success at tasks as the result of their behaviour (e.g. being disciplined)  internalising a general sense of themselves as responsible.
    - - Transformation of motivation
        •Learning to be motivated by challenge and to enjoy work itself (towards intrinsic motivation).
        •Application of flow theory.
      - Acquisition of social capital
        Building connections with highly resourced adults who can provide information/resources to work in the adult worlds (building and using networks).
      - Bridging differences among peers
        Interacting with, learning about and changing thinking about people who are different from them :arrow_right: learning to respect and be sensitive.