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Chapter 9: Development Across the Lifespan Chapter 10: Abnormal Development, Diagnosis and Psychopharmacology Chapter 11: Career Development: The Counselor and the World of Work. SECTION IV: The Development of the Person. Chapter 9. Development Across the Lifespan. Chapter 9.
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Chapter 9: Development Across the Lifespan Chapter 10: Abnormal Development, Diagnosis and Psychopharmacology Chapter 11: Career Development: The Counselor and the World of Work SECTION IV:The Development of the Person
Chapter 9 Development Across the Lifespan
Chapter 9 • A Little Background • Counseling has long had a development focus • 1980s ushered in the “true” era of developmental counseling • CACREP: 1981—part of core curriculum • Developmental models challenge us to look at clients from a wellness perspective
Understanding Human Development Development is continual Development is orderly, sequential, and builds upon itself Development implies change, but our core remains the same Development is painful, yet growth-producing Developmental models are transtheoretical Development is preventive, optimistic, and wellness-oriented
A Brief Overview of Physical and Psychosocial Development • Development in Childhood • Children develop at fairly predictable rates • Know development, and you know when some children may be having difficulties– can refer them • Rate of children’s physical developmental is fairly consistent • However, scope of child’s development is a function of genetic predisposition in interaction with environment (see Figure 9.1, p. 295)
Development in Adolescence and Adulthood • A series of developmental transitions • Physical and psychological aspects of puberty • Sexuality • Planning future • Intimacy and commitment • College or work? • Career choices • Slow decline of physical abilities • Physical and psychological issues related to growing older, death, and dying
The Development of Knowing: Cognitive and Moral Changes • Piaget's Stages of Cognitive Development • Some key terms • Schemata (see Box 9.1, p. 297) • Assimilation • Accommodation • Stages • Sensorimotor (birth through 2) • Preoperational Stage (Ages 2-7) • Concrete-operational Stage (Ages 7-11) • Formal-operational Stage (Ages 11-16)
The Development of Knowing: Cognitive and Moral Changes • Kohlberg's Stages of Moral Development • See Box 9.3, p. 302 (Heinz Dilemma) • Preconventional Level (Approx. Ages 2-7) • Stage 1- punishment-obedience orientation • Stage 2- instrumental-hedonism orientation • Conventional Level (Approx. Ages 8-13) • Stage 3- good girl-nice boy orientation • Stage 4- law and order orientation • Postconventional Level (Approx. Age 13+) • Stage 5-social contract orientation • Stage 6- principled conscience orientation • See Box 9.3
The Development of Knowing: Cognitive and Moral Changes • Gilligan's Stages of Women's Moral Development • (Book “In a different voice”) • Preconventional Level Girl • Narcissistic Reasoning; Functions from self-protective/survival perspective • Conventional Level Woman • Puts needs of others before needs of self • Postconventional Level • Balance between care/responsibility for others and self-care • Comparison of Cognitive and Moral Development(See Table 9.1, p. 304)
Adult Cognitive Development • Kegan's Constructive Developmental Model (Subject-Object Theory) • Incorporative Stage: All reflexive—no sense of self • Impulsive Stage : Limited control over actions • Imperial Stage: Impulses can be controled, but controlled in narcissistic way to get needs met • Interpersonal Stage: Embedded in relationships.Very beginning sense of self and of other • Institutional Stage: Very strong sense of self-authorship • Interindividual Stage: Mutuality. Share of “selves,” difference is tolerated and understood, self-reflective • See Box 9.5, p. 306
Adult Cognitive Development • Perry's Theory of Intellectual and Ethical Development • Dualism: Black and white thinking, Authorities have the answer, little tolerance for ambiguity • Relativism: Many ways to define truth. Understanding that there are differing perspectives on truth, ambivalent about what values to call one’s own • Commitment in Relativism: Understanding and empathy for different kinds of “truth.” Committed to certain values, but willing to question self throughout life. • See Box 9.5. Discuss how Malcom X can be used to explain Kegan and Perry
Lifespan Development Erikson's Stages of Psychosocial Development (see Table 9.2, p. 307) Virtue Hope Will Purpose Competence Fidelity Love Caring Wisdom • Trust V. Mistrust (Birth to 1 Year)………………. • Autonomy vs. Shame & Doubt (Ages 1-2)….. • Initiative vs. Guilt (Ages 3-5)…………………….. • Industry vs. Inferiority (Ages 6-11)………….…. • Identity vs. Role Confusion (Adolescence)….. • Intimacy vs. Isolation (Early Adulthood)…….. • Generativity vs. Stagnation (Middle Adulthood)…………………………………….…….. • Integrity vs. Despair (Later Life)………………..
Lifespan Development • Seasons of a Man’s/Woman’s Life (Daniel and Judy Levinson) • Four Eras (see Figure 9.2, p. 308; Box 9.6, p. 309) 1. Pre-adulthood 3. Middle Adulthood 2. Early Adulthood 4. Late Adulthood • Eras preceded by transitional periods and followed by periods that reflect unique issues or life structures • Gender splitting: Traditional stereotypes were the centerpoint for the struggles of men and women • For example • Men: Men: settling into a relationship • Women: Motherhood and a career
Faith Development • Fowler • Stage 0, Primal Faith (Infancy) • Stage 1, Intuitive-Projective Faith (Min. Age 4) • Stage 2, Mythic-Literal Faith (6 1/2 - 8) • Stage 3, Synthetic-Conventional Faith (12-13) • Stage 4, Individuative-Reflective Faith (18-19) • Stage 5, Conjunctive Faith (30-32) • Stage 6, Universalizing Faith (38-40) • See Box 9.7 • Other Developmental Theories?
Applying and Comparing Knowledge of Development • Applying Knowledge of Development • Can assist clients in making smooth transitions • Can help clients see how they view the world • Can help clients understand what drives them • Can refer to developmental experts when needed • Can view expected, but difficult transitions as normal, not pathological • Graph that Compares Developmental Models: Fig. 9.3, p. 314
Multicultural Social Justice/Focus: Development of Cultural Identity • Bias in Developmental Models • Mostly developed by White males • Most of the research based on White males (until late 1990s) • What might these models look like if social class, ethnicity, culture, and gender would have been taken into account • Do they apply cross-culturally?
Multicultural Social Justice/Focus: Development of Cultural Identity How we come to understand our cultural/ethnic background can be seen from a developmental perspective Models of cultural/ethnic development will be reviewed in Chapter 14 Assessing the cultural/ethnic identity of our clients can help us work more effectively with them
Ethical, Professional, & Legal Issues • ACA Code: A Developmental Emphasis • From preamble: “ACA members are dedicated to the enhancement of human development throughout the life span” • Professional associations that specifically focus on development: AADA, C-AHEAD • Legal issue: Sometimes, counselors are so “positive” that they miss pathology. This can lead to malpractice.
The Counselor in Process • Understanding Your Own Development • It’s important to understand our own developmental process—especially when we’re going through a transition phase • Be open to examining your development