Lifespan Development

Within various stages of life, individuals encounter events filled challenges and distress, which can hinder or hamper them in overcoming and moving forward to the next stage. Resilience is psychological approach of positively adjusting to the environment, when struck with adversity. Childhood, youth, adolescence and young adult stages are each delicate stages of life, in which potentially traumatic events might occur. Children and youth in particular have a greater likelihood of encountering problems throughout their developmental process due to lack of proper familial support and societal intervention. Adverse events during family life cycle can translate into issues in family relationships, mental health and overall family functioning. These contexts may be escalated due to other challenges such as differences in structure and composition of families, ethnicity and socioeconomic status. The current review examines the psychological approach (resilience), its manifestation and inf...

Un factor central en el desarrollo de una vida óptima es la creación y el mantenimiento de vínculos de calidad. De hecho, la Teoría de la Selectividad Socioemocional plantea que esto es así no solo para la población general, sino especialmente para los adultos mayores por su focalización en metas de tipo emocional. En este contexto, la empatía como la capacidad para ponerse en el lugar del otro y tener en cuenta sus perspectivas y sus emociones es un prerrequisito indispensable Esta capacidad, que se comienza a desarrollar en la primer infancia mediante el contacto con vínculos significativos, sigue desarrollándose y cambiando a lo largo del todo el curso vital. En este estudios de presentan resultados de una investigación que indaga la relación entre las diferentes dimensiones de la empatía y las fortalezas de humanidad desarrolladas desde el marco de la Psicología Positiva. El estudio tuvo un diseño de tipo correlaciona/transversal. Se ha administrado un cuestionario sociodemográfico, la escala TECA de empatía y la subescala Humanidad del IVyF, cuyas fortalezas específicas son: Amor, Inteligencia Social y Bondad. Se seleccionó una muestra no probabilística intencional de 120 personas de ambos sexos y de tres grupos de edad (20 a 30 años, n=40; 40 a 50 años, n=40; 60 a 70 años, n=40). Los resultados muestran diferencias entre los grupos de edad en las relaciones entre las dimensiones de la empatía y las diferentes fortalezas. Es resaltable el hecho de que los adultos mayores muestran relaciones en todas las fortalezas y en la escala total sólo con la dimensión de alegría empática. Se discuten los resultados a la luz de los antecedentes y la TSS. Se espera que los resultados contribuyan al desarrollo de mejores dispositivos de intervención que tengan a los adultos mayores como población específica.

La mort et l’immortalité hantent par excellence l’imaginaire depuis l’aube des temps au point d’apparaître comme une des directions vertébrales des mythologies et comme un élément structurant de la culture humaine et de la vie en société. A cet égard, la littérature de science-fiction contemporaine renouvelle pour partie cet imaginaire de l’ineffable de la mort, offrant des voies d’exploration sur le processus d’allongement de l’espérance de vie, voire d’immortalité. Nous considérons ici principalement deux œuvres : Gens de la Lune de John Varley (Steel Beach, 1992) et Les voyages électriques d’Ijon Tichy (Dzienniki Gwiazdowe, 1976) de Stanislas Lem.  Chacune pose à sa façon plusieurs problèmes clefs : le changement de regard sur la mort lorsqu’elle n’appartient plus à l’inéluctable proche, la lassitude psychologique d’une vie indéfiniment continuée, la divergence culturelle entre générations lorsque des êtres humains ayant plusieurs siècles de différences se côtoient, etc. En contrepoint d’études historiques sur la mort, il s’agit ici de tenter un regard prospectif à l’aide de ces textes de science-fiction au contenu souvent très philosophique. L’énigme de la mort n’y disparaît pas ; elle s’y trouve souvent profondément renouvelée.

Humanistic psychology has a long tradition of developmental thought. Yet, no place has been reserved for a specifically humanistic perspective in developmental psychology textbooks. This article presents a humanistic perspective to serve as a convenient guide for the potential creation of a textbook entry. A highly condensed account of Existential-Humanistic Self- Development Theory (EHSDT) is outlined and compared with the theories that most frequently garner coverage in developmental textbooks. Suggestions for further research on the major themes of EHSDT are also provided. These include the role of the imagination in shaping the trajectories of lifespan development, the intercorporeal and multicultural em- beddedness of the narrative imagination, the self-cultivation process, cooperative culture creation, thriving amid paradox, and the ways in which motivational dynamics operate within diverse social contexts. Carefully planned rollout of such research should help prevent further marginalization of explicitly humanistic developmental theory on the basis that it challenges some of the fundamental assumptions of the established theories and, accordingly, tends to be met with resistance or, at best, indifference.

The proliferation of research on social cognition and aging suggest that there are age-related changes in social knowledge and beliefs about others, oneself, and everyday events. Furthermore, the functional significance of social cognitive variables for behavior in context is demonstrated in areas such as coping with stress, everyday problem solving, health domains, and social partner selection. Important context variables identified in this chapter include (1) those external to the individual, such as the task and social-cultural-historical contexts; (2) those internal to the individual (social schemas, goals, and motivational characteristics); and (3) the interface between sociocultural content and social knowledge structures (e.g., cohort membership, age-related stereotypes and judgments of competency, life stage and perceptions of self).

Many roads lead to sense of control. Inconsistent findings in the literature on age changes in sense of control are probably due to the failure to assess control in domain-specific areas. The handful of domain-specific studies suggest that sense of control is largely well preserved into old age. This conclusion may seem puzzling at first glance in view of the various age-related losses that can pose challenges to sense of control. Based on a theoretical model that integrates the many components of sense of control, the authors shed light on the psychological processes that enable older people to maintain a sense of control.

Gender Identity is defined as ‘one’s sense of oneself as a male, female or transgender’ (American Psychological Association, 2006).  Therefore, one’s femininity or masculinity can be regarded as their gender identity, as it refers to the degree of one seeing themselves as a man or woman, within a society (Stets & Burke, 2000). The purpose of this study is to investigate the influence of culture on gender identity formation in approximately 600 adolescents and young adults, aged from 16-25, from five countries. Two questionnaires will be used to investigate levels of cultural individualism or collectivism in an individual, along with how they identify themselves in terms of gender. Furthermore, this study consists of a semi-structured interview, where participants are allowed to talk about their experiences growing up, and how they think culture has influenced their gender identity. The interviews will be recorded and transcribed, and then analysed using thematic analysis. It is predicted that culture does influence gender identity, due to the gender roles and normative gender behaviour associated with each gender. This research study also hypothesizes that collectivist cultures are more rigid than individualism when it comes to gender-related issues.

Abstract: In creating and negotiating the complex and detailed time-space relations between ourselves and others, we also craft our own unique selves. In other words, we become, and are ourselves, only in relation to others. In such a (relational) view as this - in which we all soak up, and float in, so to speak, the (to an extent) same sea of creative interrelational activity - what it is which makes me as a person unique, in relation to everyone else in the extensive social 'seascape' around me, are the places or positions I and only I occupy within it, and the degree to which I am, or can become, answerable or responsible to others for them. But that 'seascape' is only 'to an extent' the same for us all: some of us have a more easy passage into certain regions of it than others.

Recientes hallazgos de investigación no sólo contradicen el supuesto de que la vejez es una etapa sólo de pérdidas, sino que aportan evidencia acerca de múltiples ganancias. Siendo la optimización de los vínculos interpersonales una de ellas, el perdón se muestra como una capacidad valiosa en las últimas etapas de la vida. Diversos estudios han indagado esta capacidad a lo largo del curso vital en situaciones hipotéticas o reales, pero son escasos los que la evaluaron como una disposición. Objetivo: Identificar si existen diferencias significativas entre las de las dimensiones de la capacidad de perdón entre cuatro grupos de edad. Metodología: Se aplicó la escala CAPER que indaga Perdón a Uno Mismo, a Otras Personas, a Situaciones de la Vida y las Creencias que Determinan el Perdón. La muestra estuvo conformada por 160 adultos  de 4 grupos de edad: adultos jóvenes (20 a 30 años), adultos de mediana edad  (40 a 50 años), adultos mayores (60 a 70 años) y adultos mayores de edad avanzada (80 a 90 años).  Resultados: Los resultados revelan diferencias significativas entre los diferentes grupos de edad sólo en la dimensión de “Creencias que Determinan el Perdón”, no así en el resto de las dimensiones. Conclusiones: Este conocimiento permite revisar antecedentes de investigación en función de las disonancias y consonancias con otros estudios similares y resulta de gran importancia para el desarrollo de intervenciones adecuadas para  cada grupo de edad.

During periods of developmental crisis, individuals experience uncomfortable internal incongruence and are motivated to reduce this through forms of exploration of self, other and world. Based on this, we inferred that being in a crisis would relate positively to curiosity and negatively to a felt sense of authenticity. A quasi-experimental design using self-report data from a nationally representative UK sample ( N = 963) of adults in early life (20–39 years), midlife (40–59 years) and later-life (60+) showed a pattern of findings supportive of the hypotheses. Three forms of curiosity (intrapersonal, perceptual and epistemic D-type) were significantly higher, while authenticity was lower, among those currently in crisis that those of the same age group not in crisis. Crisis was also related to curiosity about particular book genres; early adult crisis to self-help and spirituality, midlife to self-help and biography, and later life to food and eating.

Wisdom is often considered to be the pinnacle of human development. Though it is universally cherished, it is unclear whether the concept of wisdom can be applied similarly across cultures. We review the emerging research on this topic, exploring extant scholarly definitions, portrayals of wisdom in the world’s philosophies, folk beliefs concerning wisdom and its development, and empirical insights evaluating expression of wisdom-related characteristics. There appears to be a large amount of convergence in scholarly and cross-cultural folk concepts, suggesting that wisdom involves certain aspects of pragmatic reasoning, with less clarity concerning emotion regulatory and prosocial aspects of wisdom. Folk beliefs about wisdom vary across cultures in the degree to which they emphasize social components and characterize development of wisdom as an incremental ability (vs. an immutable entity). Cultures also vary in the likelihood of expressing wisdom. We conclude by calling for a culturally-grounded understanding of the distribution and function of wisdom-related psychological phenomena.

Postpartum depression (PPD) has been an issue that, though it has been recognized and mildly studied for years, has been hidden in plain sight without much attention until the recent decade.  There appears to be a negative stigma related to PPD that has aided in its secrecy over the years, but with more national visibility and acceptance towards depression and depressive symptoms, this stigma is easing slightly allowing for a more accurate reflection of PPD in America.

This thesis investigated the effectiveness of Albert Bandura’s Social Cognitive Theory (SCT) to facilitate an interventional engagement with the Rule of Life model. The project’s research purpose was to increase congruence of professed intention and behavioural engagement in reported practice of self-chosen spiritual disciplines by ministry leaders within New Zealand evangelical churches. The comprehensiveness suggested within the thesis title, “The Effectiveness of a Rule of Life as Growth Processing Framework in the Development of New Zealand Evangelical Church Leaders’ Spiritual Discipline Behaviors” was used to guide the enquiry’s scope, and its analysis of the research hypothesis. The researcher’s subsequent biblical, theological, historical, and applied developmental theory investigations significantly formed the design and delivery twelve-week of the project’s “Shaping Spiritual Practices Program” (SSPP) seminar. Seminar related data, assessment and measurement gathered through pre-posttesting and structured post-seminar interviewing was triangulated; in its reporting significant findings, effectiveness, and implications are summarized under the categorisations of statistically, quantitatively, and qualitatively significant results.

Why do some students consistently achieve high grades, while others do not? What are the underlining factors that could determine differences in development? Previous research has aimed to answer these questions in order to understand why students achieve differently, even when subjected to the same classes and teachers (Zhang, 2001). In the past few decades, researchers have acknowledged parenting styles as a potential factor that could influence a child’s social, behavioural and psychological development (Ishak, Low, & Lau, 2011; Matestic, 2008; Myers, 2012; Turner, Chandler, & Heffer, 2009).
This essay aims to relate and compare Bronfenbrenner’s microsystem and mesosystem stages, and Baumrind’s authoritative parenting typology, to explore how authoritative parenting may influence a child's academic achievement.

Despite the large volume of research on attachment over the past three decades based on work with children and young adults, there has been scant attention to later life. As such, Bowlby’s claim that attachment theory has implications for the entire lifespan remains relatively untested. In this paper we present exploratory data documenting the relations between attachment and emotion in older adults. A sample of 1118 community-dwelling adults ranging in age from 65 to 86 years completed measures of attachment and Izard’s (1972) Differential Emotions Scale. Consistent with a developmental-functionalist theory of emotions, different dimensions of attachment were associated with different emotion profiles, even when background variables were controlled. Attachment security was associated with less guilt, contempt, and shame, and with greater joy, sadness interest, fear and anger. Dismissingness, in contrast, was associated with greater interest and with less joy, shame, and fear. Finally, fearful avoidance was associated with greater joy, disgust, shame and anxiety. Taken together, our data suggest that the later life relations between emotion and attachment are similar to those documented in younger samples, although there appear to be some important developmental differences. The data are interpreted in the context of developmental-functionalist theories of emotions and implications for how emotions function within attachment systems and moderate social relations across the lifespan are discussed.

Поступила в редакцию 08.05.2020 г. После доработки 21.05.2020 г. Принята к публикации 21.05.2020 г. В обзоре рассмотрены механизмы старения на молекулярном, клеточном, тканевом и системном уровнях. Первичные молекулярные повреждения вызывают клеточный ответ, направленный на компенсацию нарушений, однако постепенно выходят из строя сами механизмы восстановления и поддержания гомеостаза. Когда количество ошибок в регуляторных сетях достигает критического порога, на системном уровне происходит фазовый переход из состояния здоровья в состояние бо-лезни. Рассмотрены подходы к количественной оценке процесса старения (биомаркеры старения), а также интервенции, перспективные с точки зрения возможности замедления процессов старения и уменьшения риска развития возрастзависимых заболеваний. Ключевые слова: старение, возрастзависимые заболевания, биомаркеры старения, геропротекторы ВВЕДЕНИЕ В связи с увеличением среднего возраста насе-ления проблема профилактики преждевременного старения и лечения возрастных заболеваний выхо-дит на первый план в современном здравоохране-нии [1]. Перспективным подходом к реализации этой цели считается воздействие на ключевые мо-лекулярные механизмы, связанные со старением-основным фактором риска возрастзависимых за-болеваний, направленное на подавление патологи-ческих процессов и активацию защитных систем клетки и организма в целом [2, 3]. В настоящее вре-мя практически отсутствуют клинически прове-ренные терапевтические вмешательства в ход мо-лекулярных процессов естественного и ускоренно-го старения, однако имеется большое количество перспективных доклинических исследований [1, 4]. Кроме того, для трансляции в клинику потребу-ется разработка системы биомаркеров старения, пригодных как для оценки состояния организма, так и для определения эффективности геропротек-торной терапии [5]. Основатель геронтологии Бенджамин Гомперц вывел закон смертности, впоследствии названный его именем: "Возможно, что смерть может быть следствием двух обычно сосуществующих причин: одна-случайность, без предшествующей пред-расположенности к смерти или изнашиванию; другая-изнашивание или возрастающая неспо-собность противостоять разрушению" [6]. Тем самым Гомперц не только отделил внешние при-чины смертности от внутренних (старения), но и предвосхитил разделение механизмов старения на накопление повреждений и ошибок ("изна-шивание") и утрату способности восстанавливать ошибки из-за поломок самих систем репарации. В обзоре с современных позиций рассмотрена комплексная динамика процесса старения на разных уровнях биологической организации-от первичных повреждений на молекулярном уров-не и ответа клетки на них, который отчасти ком-пенсирует нарушения, но может вносить новые ошибки (в том числе, приводящие к нарушению регулирования систем поддержания гомеостаза), до системного уровня, когда количество накоп-ленных ошибок вызывает фазовый переход из со-стояния здоровья в состояние болезни. Цель обзора состояла в обобщении современ-ных взглядов на ключевые механизмы старения, а также на биомаркеры, характеризующие биоло-гический возраст организма и связанные со ста-рением патологические процессы, и на геропро-текторные интервенции, нацеленные на профи-лактику преждевременного старения.

Before dialecticism became a topic of empirical inquiry in cultural psychology, scholars in related disciplines has discussed dialecticism as a model of human development, as an essential component of maturity and wisdom. This review chapter bridged these two perspectives, comparing conceptualizations of dialecticism in developmental and cultural psychology. After reviewing historical portrayals of dialecticism in various philosophical traditions, this chapter provides comparison of historical characterizations with the contemporary treatment of dialecticism in human development and cultural psychology. Both streams -- developmental and cross-cultural -- are proposed as essential for an integral understanding of the construct. Subsequently, the chapter discusses the emerging developmental models of dialecticism across the lifespan and reviews the accompanying empirical evidence, situating it in a cross-cultural context. It concludes with an outline of future directions of research on dialectical thought, with attention to psychological and socio-cultural processes engendering dialecticism across the lifespan.

En el curso desarrollaremos la capacidad de diferenciar y aplicar diferentes concepciones de aprendizaje y de desarrollo. Pondremos especial énfasis en la intervención profesional en contextos educativos, y específicamente en factores biológicos, sociales y psicológicos que influyen en los procesos de enseñanza y aprendizaje de lenguas extranjeras.

En la Unidad I realizaremos una introducción al campo de la psicología evolutiva o del desarrollo. Revisaremos diferentes concepciones de desarrollo, dentro y fuera de la psicología; pondremos especial énfasis en una mirada humanista del desarrollo humano. Reconoceremos las implicaciones de adoptar una determinada noción en contextos educativos. De esta manera desarrollaremos conciencia sobre las ventajas de adoptar un enfoque interdisciplinario para el ejercicio profesional, incluyendo la referencia a conceptos y autores de la psicología.

En la Unidad II ahondaremos en las diferentes etapas del desarrollo identificadas en el campo de la psicología evolutiva o del desarrollo. Revisaremos procesos de desarrollo: biológico, perceptual y motor, cognitivo, del lenguaje, y de desarrollo moral. Revisaremos problemas de aprendizaje y del desarrollo en contextos educativos.

En la Unidad III nos enfocaremos en el segundo proceso analizado en el curso: el aprendizaje. Pasaremos a entender las principales teorías del aprendizaje y su aplicación en diferentes roles profesionales. Identificaremos sus ventajas y limitaciones para acercarse a problemáticas educativas. Revisamos teorías clásicas constructivistas hasta enfoques socioculturales más contemporáneos como la teoría de cognición situada. También discutiremos su adopción en el campo educativo, en la intención de fundamentar modelos pedagógicos.

Paralelamente, desarrollaremos habilidades de escritura académica y de argumentación idiomas extranjeros por medio de la elaboración y presentación de ensayos, reseñas, y una réplica de investigación. Los trabajos y presentaciones se podrán realizar en un idioma extranjero.

Few readily identify Maslow as a developmental psychologist. On the other hand, Maslow's call for holistic/systemic, phenomenological, and dynamic/ relational developmental perspectives in psychology (all being alternatives to the limitations of the dominant natural science paradigm) anticipated what emerged both as and in the subdiscipline of developmental psychology. In this article, we propose that Maslow's dynamic systems approach to healthy human development served as a forerunner for classic and contemporary theory and research on parallel constructs in developmental psychology that provide empirical support for his ideas—particularly those affiliated with characteristics of psychological health (i.e., self-actualization) and the conditions that promote or inhibit it. We also explore Maslow's adaptation of Goldstein's concept of self-actualization, in which he simultaneously: (a) explicated a theory of safety versus growth that accounts for the two-steps-forward-one-step-back contiguous dynamic that realistically characterizes the ongoing processes of being-in-becoming and psychological integration in human development/maturity and (b) emphasized being-in-the-world-with-others with the intent of facilitating the development of an ideal society

This article presents a model of lifespan development based upon the tantric chakra system. It begins with a survey of the evolution of transpersonal psychology and its alignment with
eastern philosophies as previously espoused by William James, Carl Jung and others. The chakras are defined in relation to their potential influence on psychological functioning with
a focus on development beyond the level of ego stability and functioning. Building upon prior work integrating the chakra system with developmental processes, this article presents
an interpretation of the chakras as a model that defines a pathway for growth-oriented development.

Aim. To develop a unique framework which combines the concepts of settings and lifespan where they are applied to health promotion. Background. The influential World Health Organisation's 1986 Ottawa Charter for Health Promotion supported certain settings being nominated as unique social systems for enabling specific health promotion activity. These initially included a whole raft of proposed settings ranging from the micro to macro; these at the time mainly being hospitals, communities, schools, workplaces, cities, villages, islands and the home and family. Several other settings have since also been added to the list – which now include health-promoting universities and health-promoting prisons. Most of the mentioned settings have in more recent times being acknowledged in the nursing literature. Design. Discursive. Method. A critical examination and exploration of the existing health promotion literature related to both settings and lifespan. Results. It is possible to combine the related, but hitherto unexplored, concepts of health promotion settings and lifespan. This has resulted in a useable framework to further assist practitioners with their health promotion work. Conclusion. What has not yet surfaced in both the nursing and the general health promotion literature is that most settings can be linked as a whole, not just by their geographical location and proximity to each other, but also to the fact that they tend to follow a linear direction that ranges across the total lifespan. Relevance to clinical practice. Viewing health promotion in the way that this framework proposes further assists in locating and clarifying the often confused and contested position of health promotion in nursing.

During periods of developmental crisis, individuals experience uncomfortable internal incongruence and are motivated to reduce this through forms of exploration of self, other and world. From this, we inferred that crisis would relate positively to curiosity and negatively to a felt sense of authenticity. A quasi-experimental design using self-report data from a nationally representative UK sample (N = 963) of adults in early life (20-39 yrs.), midlife (40-59 yrs.) and later-life (60+) showed a pattern of findings supportive of the hypotheses. Three forms of curiosity (intrapersonal, perceptual and epistemic D-type) were significantly higher, while authenticity was lower, among those currently in crisis that those of the same age group not in crisis. Crisis was also related to curiosity about particular book genres; early adult crisis to self-help and spirituality, midlife to self-help and biography, and later life to food and eating.

Age-related changes in divergent thinking and creative objects production were investigated in 150 native Italian speakers, divided into six age groups, each one comprised 25 participants: young (20–29), young adult (30–39), middle aged
(40–49), adult-old (50–59), old (60–69), and old-old (70–80). Two tasks were used: the alternative uses task, which measures divergent thinking, and the creative mental synthesis task, which measure the ability to create objects belonging
to specific categories. Results showed that the peaking of performances at both tasks is reached before 40 years, and declines thereafter. The analysis also showed that divergent thinking and creative objects production stabilize after 40
years and decline after 70 years, especially the ability to create objects. These results reveal that creative thinking might be preserved across years.

Heroin and other opiate dependencies affect individual users, interpersonal relationships, and communities.The purpose of this qualitative study was to better understand risk factors of heroin dependence by examining the life course paths of individuals who have been through addiction, treatment, and are currently in recovery. In-depth interviews were conducted with five participants in recovery. Participant narratives suggest that early childhood experiences, specifically parental abuse and social rejection, combined with substance abuse as a model for coping, influenced the development of addiction. Social support and self-awareness during and after treatment were effective components of sustaining recovery.

Due to a sedentary lifestyle, more and more people are becoming obese nowadays. In addition to health-related problems, obesity can also impair cognition and motor performance. Previous results have shown that obesity mainly affects cognition and motor behaviors through altering brain functions and musculoskeletal system, respectively. Many factors, such as insulin/leptin dysregulation and inflammation, mediate the effect of obesity and cognition and motor behaviors. Substantial evidence has suggested exercise to be an effective way to improve obesity and related cognitive and motor dysfunctions. This paper aims to discuss the association of obesity with cognition and motor behaviors and its underlying mechanisms. Following this, mechanisms of exercise to improve obesity-related dysfunctions are described. Finally, implications and future research direction are raised.

RESUMEN/
Mucho énfasis se ha puesto en discutir las ruinas en su condición de sustantivo, como un escenario, resultado o producto cuya imagen presente contrasta con su forma pretérita. Tomando un camino diferente, este artículo discute las particularidades de la ruina como parte del proceso inevitable de ‘ruinación’, que afecta sin distinción a todo el entorno construido, logrando, en última instancia, que lo edificado pierda la organización de sus partes, su función original y sus significados. Buscando ampliar el campo de sentido asociado a este concepto, se sugiere revisar las estrategias clásicas de representación que favorecen su objetualización, monumentalización o estetización, y promover representaciones que tengan por objeto la ruina como resultado siempre cambiante de un proceso de permanente deterioro. Para ejemplificar este giro metodológico y conceptual, se discute material producido por el proyecto Esto es Talca, iniciativa que busca capturar, en series fotográficas, el avance del tiempo sobre el entorno construido.

ABSTRACT/
Much emphasis has been given to discussing ruins in their fundamental and independent nature, as a scenario, result or output whose image in the present is in contrast with its past shape. Taking a different route, this paper discusses the particular aspects of ruins as part of the inevitable ‘ruination’ process which has an impact on the entire built environment without distinction, ultimately pushing buildings to lose the organization of their parts, original functions and meanings. Seeking to expand the field of meanings associated to this concept, a suggestion is made to review typical representation strategies that favor its objectification, monumentalizing or aestheticization, and to promote representations that conceive ruins as an ever changing result of endless decaying. As an example of this methodological and conceptual shift, the discussion focuses on the material resulting from the project This is Talca, which aims at capturing the course of time on the built environment with photographic series.