© 2007 thomson brooks/cole, a division of thomson learning chapter 9: development across the...

© 2007 Thomson Brooks/Cole, a division of Thomson Learning

Chapter 9: Development Across the Lifespan

Chapter 10: Abnormal Development, Diagnosis and Psychopharmacology

Chapter 11: Career Development: The Counselor and the World of Work

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Development Across the Lifespan

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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

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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

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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)

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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

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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)

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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

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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)

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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

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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

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ERIKSON'S STAGES OF PSYCHOSOCIAL DEVELOPMENT (SEE TABLE 9.2, P. 307)

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)………………..

VIRTUE

HopeWillPurposeCompetenceFidelityLove

CaringWisdom

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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 Adulthood2. 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

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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?

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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

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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?

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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

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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.

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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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© 2007 thomson brooks/cole, a division of thomson learning chapter 9: development across the...

Documents

thomson brookscole

career development

continual development

transtheoretical development

abnormal development

development focus

scope of childs development

preoperational stage