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SECTION IV: The Development of the Person

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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SECTION IV: The Development of the Person

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  1. 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

  2. Chapter 9 Development Across the Lifespan

  3. 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

  4. 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

  5. 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)

  6. 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

  7. 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)

  8. 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

  9. 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)

  10. 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

  11. 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

  12. 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)………………..

  13. 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

  14. 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?

  15. 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

  16. 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?

  17. 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

  18. 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.

  19. 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

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